Integration

Informed consent, decisional capacity, autonomy, and withdrawal rights

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.

4 roles · 59 guidelines · 0 courses · 0 providers

Screening, eligibility, and readiness assessment

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.

8 roles · 52 guidelines · 15 courses · 12 providers

Acute psychological response and emergency management during dosing

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.

6 roles · 51 guidelines · 2 courses · 2 providers

Adverse event identification, documentation, and reporting

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.

4 roles · 46 guidelines · 0 courses · 0 providers

Preparation and integration support

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

7 roles · 43 guidelines · 18 courses · 14 providers

Suicide and serious psychiatric risk assessment

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.

6 roles · 41 guidelines · 1 courses · 1 providers

Manual fidelity, protocol adherence, and deviation management

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.

5 roles · 39 guidelines · 0 courses · 0 providers

Post-dose follow-up, safety monitoring, and retention support

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.

5 roles · 37 guidelines · 0 courses · 0 providers

Discharge readiness, escort safety, and post-session supervision

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.

4 roles · 30 guidelines · 0 courses · 0 providers

Emergency recognition, escalation, and disposition planning

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.

7 roles · 29 guidelines · 3 courses · 3 providers

Blinding, allocation concealment, and unblinding control

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.

6 roles · 29 guidelines · 0 courses · 0 providers

Study documentation, data integrity, and regulatory recordkeeping

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.

3 roles · 27 guidelines · 0 courses · 0 providers

Manualized psychedelic psychotherapy delivery

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.

4 roles · 25 guidelines · 3 courses · 2 providers

Therapeutic boundaries, professional conduct, and consent for touch

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.

7 roles · 24 guidelines · 4 courses · 3 providers

Co-therapist and multidisciplinary team coordination

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.

4 roles · 24 guidelines · 0 courses · 0 providers

Acute psychiatric and behavioral risk monitoring

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.

5 roles · 17 guidelines · 0 courses · 0 providers

Preparation support

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

3 roles · 16 guidelines · 6 courses · 5 providers

Ethical conduct in human-subject research

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.

3 roles · 16 guidelines · 0 courses · 0 providers

Supportive nondirective therapeutic stance

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

2 roles · 16 guidelines · 0 courses · 0 providers

Therapeutic alliance building

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

2 roles · 15 guidelines · 1 courses · 1 providers

Psilocybin session facilitation

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

6 roles · 14 guidelines · 6 courses · 5 providers

Psychedelic-assisted psychotherapy preparation and integration

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.

6 roles · 13 guidelines · 2 courses · 2 providers

Ketamine psychotherapy delivery

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

6 roles · 12 guidelines · 7 courses · 5 providers

Dissociation and acute neuropsychiatric effect monitoring

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.

5 roles · 12 guidelines · 0 courses · 0 providers

Special-interest adverse event vigilance

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.

3 roles · 11 guidelines · 0 courses · 0 providers

Depression symptom and remission monitoring

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.

2 roles · 10 guidelines · 0 courses · 0 providers

Mindfulness, intention-setting, set and setting, and somatic presence

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

6 roles · 9 guidelines · 7 courses · 6 providers

Trauma-informed therapeutic presence and somatic support

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.

2 roles · 9 guidelines · 2 courses · 2 providers

Ensure confidentiality and session containment

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.

2 roles · 9 guidelines · 0 courses · 0 providers

Grounding and regulation techniques

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.

2 roles · 9 guidelines · 0 courses · 0 providers

Continuation, discontinuation, and risk-benefit judgment

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.

5 roles · 8 guidelines · 0 courses · 0 providers

Participant safety restriction counseling

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.

3 roles · 8 guidelines · 0 courses · 0 providers

Physiologic monitoring during ketamine administration

Cluster covering 2 related competencies including: Safety monitoring during ketamine dosing, Physiologic monitoring during ketamine administration.

4 roles · 8 guidelines · 0 courses · 0 providers

Psychedelic-assisted therapy facilitation

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

3 roles · 8 guidelines · 0 courses · 0 providers

Psychological support during altered states

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.

3 roles · 8 guidelines · 0 courses · 0 providers

Training and competency maintenance

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.

3 roles · 8 guidelines · 0 courses · 0 providers

Vital sign and physical distress monitoring

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

4 roles · 8 guidelines · 0 courses · 0 providers

Cultural humility, Indigenous respect, and equity-oriented care

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.

6 roles · 7 guidelines · 11 courses · 10 providers

Transference, countertransference, and therapist self-awareness

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.

3 roles · 7 guidelines · 1 courses · 1 providers

Clinical Interviewing and PTSD Assessment

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.

2 roles · 7 guidelines · 0 courses · 0 providers

Participant-centered discharge planning and aftercare

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.

3 roles · 7 guidelines · 0 courses · 0 providers

Safe Therapeutic Container Creation

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.

4 roles · 6 guidelines · 2 courses · 2 providers

Cultural and spiritual sensitivity

Responds respectfully to spiritual, mystical, and value-related themes that may arise during psilocybin sessions and debriefing. Integrates these themes into therapy without imposing interpretations.

2 roles · 6 guidelines · 0 courses · 0 providers

Integration and post-session debriefing

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

2 roles · 6 guidelines · 0 courses · 0 providers

Professional boundaries and recording consent

Therapists may record sessions only with explicit participant consent and must handle recordings for training and research within protocol limits. Recording is part of the therapeutic and scientific framework, not routine clinical use.

3 roles · 6 guidelines · 0 courses · 0 providers

Therapeutic rapport building

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

2 roles · 6 guidelines · 0 courses · 0 providers

Psilocybin psychotherapy framework

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

6 roles · 5 guidelines · 4 courses · 2 providers

Ethical psychedelic facilitation

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

7 roles · 5 guidelines · 2 courses · 2 providers

Assessment administration and interpretation

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.

2 roles · 5 guidelines · 0 courses · 0 providers

Evaluate clinically significant response and treatment outcomes

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.

2 roles · 5 guidelines · 0 courses · 0 providers

Facilitate processing of difficult emotions

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.

2 roles · 5 guidelines · 0 courses · 0 providers

Participant education and informed consent communication

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.

2 roles · 5 guidelines · 0 courses · 0 providers

Participant safety planning and support network coordination

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.

3 roles · 5 guidelines · 0 courses · 0 providers

Provide overnight and next-day containment

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.

3 roles · 5 guidelines · 0 courses · 0 providers

Trauma-focused exposure facilitation

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.

2 roles · 5 guidelines · 0 courses · 0 providers

Understand dose-response and time course

The facilitator should know how oral and intravenous dosing relate to onset, duration, and peak effects. This knowledge supports proper session planning, monitoring, and integration timing.

2 roles · 5 guidelines · 0 courses · 0 providers

Professional self-care and burnout prevention

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.

5 roles · 4 guidelines · 3 courses · 3 providers

Risk evaluation and safety monitoring

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.

6 roles · 4 guidelines · 3 courses · 2 providers

Music and therapist-variable awareness

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.

3 roles · 4 guidelines · 1 courses · 1 providers

Working with inner healing intelligence

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.

3 roles · 4 guidelines · 1 courses · 1 providers

Facilitate integration of experience into behavioral change

Cluster covering 2 related competencies including: Integration of psychedelic experience with behavior change, Facilitate integration of experience into behavioral change.

2 roles · 4 guidelines · 0 courses · 0 providers

Narrative elicitation and phenomenological listening

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.

2 roles · 4 guidelines · 0 courses · 0 providers

Psilocybin psychoeducation

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

2 roles · 4 guidelines · 0 courses · 0 providers

Respect for cultural and indigenous context

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.

2 roles · 4 guidelines · 0 courses · 0 providers

Assess outcomes and psychological change

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.

2 roles · 3 guidelines · 0 courses · 0 providers

Handle altered, irrational, or hallucinatory narratives without invalidation

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

2 roles · 3 guidelines · 0 courses · 0 providers

Informed preparation and orientation of the subject

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.

2 roles · 3 guidelines · 0 courses · 0 providers

Interdisciplinary coordination across mental health and medical services

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.

3 roles · 3 guidelines · 0 courses · 0 providers

Mindfulness instruction

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

2 roles · 3 guidelines · 0 courses · 0 providers

Support peak or mystical-type experiences without imposing them

Facilitators should be able to contain and make therapeutic use of profound emotional or peak experiences, including ego loosening, awe, reassurance, and feelings of unity or peace. The article suggests these experiences can be highly meaningful and therapeutic, but not all need to meet full mystical criteria.

2 roles · 3 guidelines · 0 courses · 0 providers

Support structured symptom monitoring

Although formal measurements may be conducted by another researcher, therapists/facilitators must work within a protocol that includes repeated anxiety assessments and daily diaries of anxiety, pain, and medication use. This implies competence in reinforcing adherence to monitoring procedures and integrating findings into care awareness.

2 roles · 3 guidelines · 0 courses · 0 providers

Therapeutic alliance and trust building

The therapist must create an atmosphere of confidence and mutual understanding before ketamine administration. This relationship is treated as a key therapeutic factor in the protocol.

1 role · 3 guidelines · 0 courses · 0 providers

Trauma treatment background

Therapists need a solid professional background in psychotherapy, especially PTSD treatment. Prior experience with established trauma therapies and related approaches is considered important preparation for this work.

2 roles · 3 guidelines · 0 courses · 0 providers

Understanding of trial procedures and schedule

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.

2 roles · 3 guidelines · 0 courses · 0 providers

Virtual care facilitation

Capacity to conduct assessments and therapy sessions virtually when needed while preserving safety and confidentiality. The study permits telehealth sessions for certain visits and contingencies.

2 roles · 3 guidelines · 0 courses · 0 providers

Harm reduction and risk awareness

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

7 roles · 2 guidelines · 5 courses · 5 providers

Facilitator self-awareness and self-care

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.

3 roles · 2 guidelines · 1 courses · 1 providers

Guided inquiry and reflective language

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.

2 roles · 2 guidelines · 1 courses · 1 providers

ACT-based case formulation

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.

1 role · 2 guidelines · 0 courses · 0 providers

Assess and engage support systems

Therapists should understand the participant’s support network and appropriately involve support persons when relevant and desired.

2 roles · 2 guidelines · 0 courses · 0 providers

Assessment-driven therapeutic tailoring

Uses assessment findings to individualize therapy and medication-session preparation. Adapts the approach based on participant response, goals, and clinical presentation.

1 role · 2 guidelines · 0 courses · 0 providers

Confidential and nonjudgmental therapeutic stance

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

2 roles · 2 guidelines · 0 courses · 0 providers

Coordination with community recovery supports

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Empathic presence and active listening

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Function effectively as a therapy pair

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

1 role · 2 guidelines · 0 courses · 0 providers

Group facilitation and relationship management

When leading group sessions, therapists must manage group size, relational instability, empathic bonds, exclusion dynamics, and mutual support among therapists. The handbook treats group structure as a clinically important variable.

1 role · 2 guidelines · 0 courses · 0 providers

Judicious use of interpretation

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Meaning-making support

Help patients develop coherent, values-consistent meaning from difficult experiences and MDMA session material. Meaning-making is treated as a core ingredient of recovery and post-traumatic growth.

1 role · 2 guidelines · 0 courses · 0 providers

Motivational interviewing and enhancement

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Nighttime and overnight participant support

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Psychedelic phenomenology literacy

Understand the characteristic acute experiential domains elicited by ayahuasca. This includes perceptual, somatic, cognitive, affective, mystical, and temporal-spatial alterations.

2 roles · 2 guidelines · 0 courses · 0 providers

Relapse prevention psychotherapy delivery

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.

1 role · 2 guidelines · 0 courses · 0 providers

Stress inoculation and breathwork instruction

At least one therapist must be able to teach stress inoculation methods, especially diaphragmatic breathing, and apply breath-based interventions during sessions. Breath is used both for relaxation and for staying present with difficult experience.

2 roles · 2 guidelines · 0 courses · 0 providers

Use of ACT and adjunctive psychotherapies

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.

1 role · 2 guidelines · 0 courses · 0 providers

Values clarification and committed action coaching

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Video review and supervision participation

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.

3 roles · 2 guidelines · 0 courses · 0 providers

Work with bodily sensations and somatic process

Therapists should orient to and explore the participant’s somatic experience, both in experimental and integrative sessions, as a central channel of processing.

2 roles · 2 guidelines · 0 courses · 0 providers

Work with psychodynamic material

Therapists need knowledge of psychodynamic processes likely to arise under LSD, including emergence of previously excluded material, abreaction, catharsis, and memory-rich reliving of past experiences. The discussion explicitly identifies these as mechanisms relevant to treatment.

2 roles · 2 guidelines · 0 courses · 0 providers

Psychedelic research literacy and evidence appraisal

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.

7 roles · 1 guidelines · 11 courses · 8 providers

Integration support and meaning-making

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

4 roles · 1 guidelines · 4 courses · 4 providers

Trauma-informed care

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

4 roles · 1 guidelines · 4 courses · 4 providers

Psychedelic integration support

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

4 roles · 1 guidelines · 2 courses · 2 providers

Psychotherapeutic facilitation methods

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

4 roles · 1 guidelines · 2 courses · 2 providers

Psychedelic harm reduction and integration fundamentals

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

5 roles · 1 guidelines · 2 courses · 1 providers

Trauma-informed practice

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

2 roles · 1 guidelines · 2 courses · 1 providers

Use of adjunctive therapeutic modalities

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.

2 roles · 1 guidelines · 1 courses · 1 providers

Aftercare planning

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.

1 role · 1 guidelines · 0 courses · 0 providers

Alcohol use disorder clinical knowledge

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Assess and prepare social support

Therapists should evaluate the participant’s support network and help plan how supports can assist between sessions. They must also guide participants about the benefits and risks of disclosing their experiences to others.

2 roles · 1 guidelines · 0 courses · 0 providers

Authenticity and trustworthiness

Facilitators should present as authentic, relatable, and trustworthy, and be open to participant questions and feedback. Establishing a credible and safe relational basis is part of responsible practice.

2 roles · 1 guidelines · 0 courses · 0 providers

Awareness of ibogaine pharmacology and effects

Understand the proposed mechanisms, phases of effect, and common subjective and physical effects of ibogaine relevant to clinical supervision. This knowledge informs safe monitoring and therapeutic pacing.

2 roles · 1 guidelines · 0 courses · 0 providers

Boundary management in a dual-role therapeutic model

Navigate the combination of psychedelic support and AUD therapy while preserving clear therapeutic boundaries. The facilitator must deliver supportive care without role confusion or undue influence.

2 roles · 1 guidelines · 0 courses · 0 providers

CBT expertise for mood disorders

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Combination risk awareness

Facilitators must know that combining 5-MeO-DMT with other psychoactives or MAO-inhibitors can be dangerous or fatal. Careful pacing and separation from other substances are necessary.

2 roles · 1 guidelines · 0 courses · 0 providers

Confidential, respectful handling of subjective disclosures

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

1 role · 1 guidelines · 0 courses · 0 providers

Contextualization and ceremony design

Facilitators may use ritual, music, prayer, altar work, or minimalist approaches to frame the experience. Whatever the style, they should use contextualization intentionally and in service of the participant’s process.

2 roles · 1 guidelines · 0 courses · 0 providers

Coordinate adjunctive ketamine or active placebo with psychotherapy timing

Facilitators and treating clinicians must understand and operationalize the study-specific timing between infusions and exposure sessions. This includes aligning infusion administration 24 hours before PE sessions during the first 3 weeks.

1 role · 1 guidelines · 0 courses · 0 providers

Cultural and values-sensitive therapy

Explores participant values, including spiritual values, in a respectful way that supports behavior change. Integrates meaning-making without imposing therapist beliefs.

1 role · 1 guidelines · 0 courses · 0 providers

Documentation and note-taking

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Dyadic facilitation and gender-balanced therapeutic presence

Experimental sessions are conducted by a male physician-investigator and an experienced female nurse, indicating competency in co-therapy, complementary roles, and continuous therapeutic presence.

3 roles · 1 guidelines · 0 courses · 0 providers

Electrolyte and medical screening

Assess for physiologic factors that may increase ibogaine-related harm, especially electrolyte abnormalities. The source identifies electrolyte screening as part of safer administration.

2 roles · 1 guidelines · 0 courses · 0 providers

Facilitate post-session reflection and home practices

Therapists should guide participants toward practices that support reflection, grounding, and continuing integration between visits. These activities extend the therapeutic process beyond formal sessions.

1 role · 1 guidelines · 0 courses · 0 providers

First-hand experiential training

The handbook explicitly states that therapists should understand the drug effects through personal experience, because direct familiarity improves empathy, guidance, and integration work. Staff who will interact with patients are ideally similarly trained.

2 roles · 1 guidelines · 0 courses · 0 providers

Group facilitation and relational process leadership

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Integrate experiences into daily life change

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Integrate support persons appropriately

Therapists must work thoughtfully with the patient's social support system to enhance safety and continuity of care. This includes selective disclosure, education, involvement in sessions when appropriate, and crisis planning.

1 role · 1 guidelines · 0 courses · 0 providers

Integrated pain-psychiatric care

Works with the combined clinical picture of chronic pain, depression, anxiety, and PTSD symptoms. Provides psychotherapy that is responsive to both somatic and psychiatric suffering.

2 roles · 1 guidelines · 0 courses · 0 providers

Integration circle facilitation or referral

Facilitators should be able to host, moderate, or refer participants to integration circles and community support structures. These spaces help participants share experiences safely and confidentially.

1 role · 1 guidelines · 0 courses · 0 providers

Integration of Western and Indigenous knowledge systems

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.

1 role · 1 guidelines · 0 courses · 0 providers

Knowledge of psychedelic session structure

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Managing short-duration high-intensity sessions

5-MeO-DMT produces a very short but intense experience, which changes facilitation demands. Facilitators must be prepared for rapid transitions into and out of the altered state.

1 role · 1 guidelines · 0 courses · 0 providers

Meaning reconstruction therapy delivery

Therapists must competently deliver the 9-session meaning reconstruction protocol for grief, including its event story, back story, and personal story phases. The work is aimed at helping bereaved participants make sense of the loss, revise attachment-related meanings, and reconstruct identity and future orientation.

1 role · 1 guidelines · 0 courses · 0 providers

Monitoring depressive aftermath and unmet integration

The therapist should watch for depression after the experience, particularly when insights are not translated into action. Continued support is presented as a way to reduce this risk and restore constructive orientation.

1 role · 1 guidelines · 0 courses · 0 providers

Narrative processing of grief

Facilitators need skill in helping bereaved individuals revisit and process the story of the loss in a tolerable and organized way. This includes working with traumatic or stressful memories while keeping the setting emotionally safe.

2 roles · 1 guidelines · 0 courses · 0 providers

Ongoing informed consent

Treat consent as a continuing process rather than a one-time event. Patients must understand the treatment and retain the ability to revoke consent, with special procedures during the medication session for safety.

2 roles · 1 guidelines · 0 courses · 0 providers

Possess relevant clinical training and experiential understanding

Therapists should have standard training in psychotherapy for anxiety associated with medical illness and would benefit substantially from personal familiarity with non-ordinary states of consciousness. Such understanding improves empathy, confidence, and process navigation.

1 role · 1 guidelines · 0 courses · 0 providers

Provide structured psychological support alongside treatment

All patients in the trial received psychological support in conjunction with medication administration, indicating that facilitators must be able to deliver structured supportive care as part of the treatment model.

2 roles · 1 guidelines · 0 courses · 0 providers

Psychological support during integration

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

1 role · 1 guidelines · 0 courses · 0 providers

Psychology- and resilience-informed curriculum delivery

Facilitators need knowledge of a structured curriculum informed by psychology and resilience science. They must be able to teach and reinforce core resilience factors and translate them into experiential group practices.

2 roles · 1 guidelines · 0 courses · 0 providers

Recognition of participant functional status and recovery

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

2 roles · 1 guidelines · 0 courses · 0 providers

Recognize and support vulnerability under altered states

Because participants may be more suggestible during psychedelic sessions, therapists must actively protect against manipulation and unsafe influence. This requires vigilance and careful conduct.

2 roles · 1 guidelines · 0 courses · 0 providers

Social support assessment and guidance

Therapists must assess the participant’s social support network and help plan appropriate use of supportive relationships during treatment. They should guide participants about the potential benefits and risks of sharing their experiences with others.

1 role · 1 guidelines · 0 courses · 0 providers

Structured smoking cessation treatment delivery

Facilitators must be able to deliver psilocybin only as an adjunct within a structured 15-week smoking cessation protocol rather than as a standalone intervention. This requires integrating psychedelic sessions with established tobacco cessation treatment methods.

1 role · 1 guidelines · 0 courses · 0 providers

Supervision and self-reflection

Use supervision, debriefing, and personal reflection to manage the intensity and complexity of IMAP work. Therapists need support to stay effective and ethically grounded.

2 roles · 1 guidelines · 0 courses · 0 providers

Support for repeated-session care planning

Because the protocol compares single versus repeated KPT, therapists must be able to prepare patients for sequential sessions and maintain continuity across a month-spaced treatment course. This includes pre-session counseling and repeated integration work.

1 role · 1 guidelines · 0 courses · 0 providers

Support positive and corrective emotional experiences

Therapists must also recognize and deepen beneficial states such as joy, self-affirmation, resolution, empathy, forgiveness, and acceptance. These experiences are treated as therapeutically important, not merely incidental.

2 roles · 1 guidelines · 0 courses · 0 providers

Support relationship and support-system integration

Therapists must help participants navigate interpersonal shifts, disclosure decisions, and support-system responses during healing. They should anticipate misunderstanding, family-system changes, and new relational capacities.

2 roles · 1 guidelines · 0 courses · 0 providers

Supportive-expressive psychedelic psychotherapy

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.

1 role · 1 guidelines · 0 courses · 0 providers

Understanding of grief and PGD

Facilitators need conceptual knowledge of normal grief, prolonged grief disorder, and the rationale for preventive and therapeutic grief care. This informs formulation, pacing, and risk awareness in the protocol.

1 role · 1 guidelines · 0 courses · 0 providers

Understanding of study schedule and visit procedures

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.

1 role · 1 guidelines · 0 courses · 0 providers

Use of non-IV delivery model

Knowledge that KAP may be delivered without intravenous access and that non-IV office-based use is part of the described practice model. This reflects a shift from IV-only psychiatric use to broader administration approaches.

2 roles · 1 guidelines · 0 courses · 0 providers

Validate affirming experiences as healing

Therapists should validate positive, affirming, and resourcing experiences as meaningful components of healing, growth, and meaning-making.

1 role · 1 guidelines · 0 courses · 0 providers

Validate difficult experiences as healing

Therapists should frame difficult emotions, challenging material, and distressing experiences as potentially meaningful parts of healing rather than signs of failure.

2 roles · 1 guidelines · 0 courses · 0 providers

Case-based practice, peer consultation, and professional learning community

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.

7 roles · 0 guidelines · 8 courses · 7 providers

Psychedelic therapy foundation

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

7 roles · 0 guidelines · 6 courses · 5 providers

Neurobiology of non-ordinary states

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.

4 roles · 0 guidelines · 4 courses · 4 providers

Ethics and ethical practice

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

6 roles · 0 guidelines · 4 courses · 3 providers

Clinical protocol literacy

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.

6 roles · 0 guidelines · 2 courses · 2 providers

Experiential Learning and Reflective Practice

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.

3 roles · 0 guidelines · 2 courses · 2 providers

Professional application and practice development

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.

5 roles · 0 guidelines · 2 courses · 2 providers

Apprenticeship and mentor shadowing

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

4 roles · 0 guidelines · 1 courses · 1 providers

Clinical documentation and coordination

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Clinical trial training and feedback use

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.

6 roles · 0 guidelines · 1 courses · 1 providers

Collaborative work with adjunctive clients

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Compound comparison for therapeutic use

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.

6 roles · 0 guidelines · 1 courses · 1 providers

Contemplative practice support

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Coordination and documentation using checklists and manuals

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Debriefing and reflective practice

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.

5 roles · 0 guidelines · 1 courses · 1 providers

Human-centred, experiential facilitation

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Leadership and coaching presence in expanded states

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Peer consultation and collaborative learning

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Ritual closing and cleansing

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

3 roles · 0 guidelines · 1 courses · 1 providers

Safety, ethics, and responsibility in expanded states work

The course explicitly states that facilitators are guided in safety, ethics, and responsibility. Learners are expected to recognize and manage the unique risks of working with altered states.

3 roles · 0 guidelines · 1 courses · 1 providers

Structured PAP process navigation

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Supervised experiential practice

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Supervised practicum and feedback integration

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Supporting diverse spiritual and community contexts

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Therapeutic technique enhancement

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Use of complementary support methods

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Bilingual and bicultural engagement

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.

3 roles · 0 guidelines · 0 courses · 1 providers

General psychedelic-assisted practice skills

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.

8 roles · 45 guidelines · 27 courses · 18 providers