Integration

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.

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

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

Teaches 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.

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.

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

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

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

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

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.

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

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

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.

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 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.

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.

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.

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.

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.

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

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.

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

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.

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

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

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.

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

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

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

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.

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.

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.

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.

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

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

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

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

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

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.

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.

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

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

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

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

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.

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.

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

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

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

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

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

Therapists should support an appropriate rhythm between inward experiential focus and verbal interaction, with either therapist or participant able to initiate shifts.

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

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

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.

Help the patient identify personally meaningful, positive intentions to guide the session and future change. Intentions should be active, concrete, and framed toward desired gains rather than avoidance.

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.

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.

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.

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.

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.

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

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.

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.

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

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

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.

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.

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

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

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.

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

The 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 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.

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

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.

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

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

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.

Ability to attend closely to participant responses during altered states and validate them without pathologizing normal psychedelic phenomena. This supports safety and meaning-making.

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.

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.

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.

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.

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

Carry out baseline medical safety checks prior to intervention initiation. These assessments reduce risk and support participant suitability.

The facilitator should be able to manage a brief but intense treatment window. The source suggests a shorter-acting psychedelic may enable rapid onset of response and reduce burden compared with longer-acting agents.

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.

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

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.

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.

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.

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

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

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

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

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

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

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

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

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.

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.

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.

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.

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.

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.

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.

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

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.

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

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

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.

Help participants form and revise therapeutic goals in a way that stays aligned with the intervention. Goals are one of the core dimensions of working alliance measured in the trial.

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.

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.

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.

Can support an integrative treatment model for addiction rehabilitation that combines ayahuasca with broader therapeutic programming. This includes facilitating care within a comprehensive rehabilitation context rather than treating the substance session in isolation.

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.

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.

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.

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.

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.

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

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.

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

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.

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.

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.

Support clear agreement on what the participant and facilitator are doing together in the therapy process. In this study, task alliance showed particularly robust associations with outcomes.

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.

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.

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

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

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

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

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

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

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

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

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

The page 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.

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.

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.

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

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

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.

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

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

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

The 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.

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.

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 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.

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.