Preparation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

The therapist/facilitator must support structured dose escalation decisions within the individualized dosing regimen. Decisions depend on both patient-reported peak experience and clinical tolerability/safety judgments.

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.

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

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

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

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

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

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

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

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

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

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.

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

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/facilitators must know the psychiatric and medical conditions that make KPT unsafe or inappropriate. Safe practice depends on excluding high-risk individuals.

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

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

The training includes appropriate use of therapeutic touch as part of safe delivery. Learners are expected to use touch judiciously and within ethical boundaries.

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.

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

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

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

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

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

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

Cluster covering 5 related competencies including: Concomitant medication review, Contraindication and interaction awareness, Contraindications, drug effects, and interactions.

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

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

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.

Facilitators must understand the expected psychological, physiological, and potential adverse effects of MDMA in order to prepare participants, support the session, and detect complications.

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.

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

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

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.

Ability to provide a consistent, supportive therapeutic environment during intensive psychedelic-assisted sessions. The facilitation role depends on maintaining trust and emotional safety.

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.

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

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.

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

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

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.

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

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

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

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.

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

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

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

Understand how treatment expectations can influence treatment response and study interpretation. Facilitation must avoid inadvertently shaping expectations in a biased or misleading way.

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

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

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

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

Study clinicians are responsible for administering study drug, ensuring correct dose assignment, and supervising safe oral ingestion during blinded sessions. This includes verifying visit-specific randomization information and ensuring dosing is delivered under the blinded workflow.

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

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.

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

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

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

The intervention involved two separate psilocybin dosing sessions 3 weeks apart under a randomized controlled protocol, implying the need for facilitators to reliably support treatment according to a fixed schedule and study procedures.

Competent facilitation requires practical knowledge of dosage ranges, initial dosing, boosters, formulation handling, and administration errors. The handbook stresses both clinical judgment and meticulous procedural care.

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.

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

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.

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

Therapists/facilitators must support ethically valid informed consent by ensuring participants understand the intervention, expectations, risks, and logistics. They also provide anticipatory guidance before ketamine sessions and discharge information after dosing.

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.

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

Respond to agitation or attempts to leave the room in a way that preserves safety for the patient and others. The therapist should use containment, redirection, and escalation protocols when needed.

Therapists must prepare the subject for residual effects after the main session and provide practical safeguards for sleep, transportation, and home support. This includes framing recurrence of symptoms in a non-alarming way.

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.

Teaches clear communication of behavioral requirements before dosing sessions so conditions are standardized and preventable risks are reduced. Staff confirm that participants understand and follow pre-session instructions.

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

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.

Facilitators must know the risks and contraindications associated with ayahuasca use. They should identify medical and psychological factors that make participation unsafe or require extra caution.

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.

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

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

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.

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

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.

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

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

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

Can safely administer vaporized GH001 using standardized equipment and procedure. Accurate delivery and participant instruction are essential to reliable dosing.

Therapists must coordinate with prescribing clinicians and existing psychotherapists when relevant, while respecting consent and confidentiality. Communication should support safety, continuity, and protocol integrity.

Use brief mindfulness practices and grounding strategies to stabilize attention and reduce distress before and during the session. These techniques help the patient reconnect to present-moment awareness and bodily sensation.

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

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

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.

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

The protocol explicitly addresses the risk of undue influence when investigators recruit current or former patients, requiring safeguards and ongoing monitoring for coercion.

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

Therapists must understand MDMA’s expected subjective, interpersonal, and physiological effects and prepare participants accordingly. This knowledge supports normalization, reassurance, and effective use of the medicine within therapy.

Facilitators need practical skills in preparing participants emotionally for ketamine administration and reducing distress. The protocol highlights relaxation, breathing, and grounding strategies to reduce anxiety or discomfort associated with the drug experience.

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

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

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.

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

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

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.

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

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

The 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.

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

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

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

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

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.

Responds to distressing anxious or psychotic reactions with verbal de-escalation and, if needed, rescue medications. Escalates intervention in a stepwise manner based on clinical response.

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

Track onset, duration, and phases of ibogaine effects as part of clinical monitoring. The manual describes multiple stages of effect and expects the provider to observe them carefully.

Facilitators need basic knowledge of ayahuasca composition, dosing, and interaction risks to support safe administration. The protocol emphasizes dose calculation, substance composition, and monitoring for contraindications.

Use physical contact only when necessary, explicitly permitted, and minimal. The facilitator must respect participant autonomy and avoid any contact that is not justified for safety or grounding.

Work within protocol-defined limits of therapist support. The trial excluded participants whose conditions could jeopardize rapport given those limits, underscoring the need for clear boundaries.

Facilitators require skill in establishing ceremonial and intentional framing around ketamine sessions to support therapeutic depth and coherence. This includes preparing participants for the significance and structure of the experience within the group model.

Staff must ensure participants can understand and engage with the protocol in the site’s recognized language and can participate in a way that preserves safety and informed consent. This is part of the practical knowledge needed for ethical facilitation.

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

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

Therapists/facilitators must ensure participants are properly informed using approved consent materials before participation in MDMA-assisted psychotherapy research.

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

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.

Safe delivery requires coordination among therapists, physicians, nurses, blinded assessors, outside therapists, and emergency services.

Therapists need specific knowledge of methamphetamine use disorder, HIV risk behaviors, and the social context of affected populations to deliver relevant and responsive care. This includes understanding how methamphetamine use intersects with trauma, sexual risk, and HIV prevention or treatment adherence.

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

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

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

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

Recognize and respond to gastrointestinal adverse effects that may occur frequently with higher doses. Manage emesis to reduce aspiration risk, dehydration, and treatment disruption.

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.

Understands the optional nature and operational limits of biomarker and pharmacogenomic collection. Ensures consent, timing, fasting guidance, and sample handling requirements are respected.

The therapist must recognize confusion, paranoia, referential thinking, withdrawal, or grandiosity and respond with steady trust, containment, and continued presence. Management skill is particularly important because these reactions may still be workable and may shift with proper handling.

A major therapist competency is preparing patients extensively for the ketamine session, including the nature of the special state of consciousness and possible ego dissolution or separation from the body. Preparation is both educational and psychotherapeutic.

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

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

Facilitators must watch for slowed breathing, sleep apnea-related hypoxia, disordered breathing, and oxygen desaturation. Oxygenation needs ongoing assessment during the acute and post-acute periods.

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

Balances potential symptom relief against known and emerging safety risks in participants with opioid dependence. Makes conservative decisions when cardiac or adverse-effect concerns outweigh anticipated benefit.

Clinical investigators must work within independent safety monitoring structures and avoid conflicts in oversight roles. Therapists/facilitators in research settings should support scheduled review of participant safety outcomes.

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

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

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

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

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.

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

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

Cluster covering 2 related competencies including: Psychedelic 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.

Before administration, facilitators should assess readiness and factors that could increase the chance of a difficult session. The source highlights that preoccupation, rigidity, low trust, and poor support can worsen experiences.

Understand how therapeutic alliance is measured and interpreted in psychedelic-assisted therapy research. The study used the WAI-SR with goal, task, and bond subscales.

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.

The therapist/facilitator must understand potential drug-interaction concerns and formulation-related differences that could alter tolerability or safety. The source mentions caution with antiemetics and alternative preparations.

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.

Deliver structured CBT-based smoking cessation support throughout the trial. Facilitators teach practical self-management strategies before and after the target quit date.

Ketamine-assisted treatment in this protocol is multidisciplinary, so facilitators must work closely with study doctors and nurses. This includes coordinating preparation, understanding monitoring responsibilities, and escalating concerns appropriately.

Therapists should obtain agreement that trauma may be gently brought up if not spontaneously addressed, while preserving participant choice and collaborative exploration.

Responsible practitioners cultivate relationships with other practitioners and community networks to support sustainable care. They help build systems that expand access while preserving integrity and safety.

Understand the transition from blinded randomized treatment to open-label MDMA-assisted therapy for eligible participants. This includes separate consent, revised scheduling, and altered assessment timing.

Therapists should encourage participants to set aside rigid expectations and remain open to whatever arises during experimental sessions.

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

Adapt therapy language and mindfulness practices to fit participants' cultural, spiritual, and social contexts. The manual emphasizes that ACT concepts may need careful framing to avoid invalidation or misunderstanding.

Therapists should proactively explore participants’ hopes, fears, concerns, and expectations about treatment and address them responsively.

Be prepared to recognize medical deterioration and summon emergency help immediately. The manual states that providers who cannot call for emergency assistance should not provide ibogaine therapy.

Responsibility to use study information appropriately and in accordance with registry expectations. This includes respecting the limits of what can be inferred from the record text alone.

Manage optional future-contact procedures ethically and separately from current study participation. Participants may choose whether to authorize future contact without affecting present enrollment decisions.

The handbook emphasizes straightforward, honest dealing with subjects, especially when they feel suspicious, followed, or influenced. Trust is built by avoiding manipulation, deception, or concealed motives.

Organizers should clarify the purpose of the session and the ethical means of achieving it. They should also encourage participants to prepare an intention in an ethical and responsible way.

Communicates the experimental and unregulated nature of ibogaine treatment honestly. The source highlights an ibogaine subculture offering unregulated preparations, which creates an ethical duty to disclose uncertainty and risks.

Responsibility to use LSD only within an ethically justified, clinically supervised framework. The source does not specify safeguards, but the therapeutic use of a potent psychoactive substance requires careful ethical oversight.

Uses publicly available trial information responsibly and within its intended scope. Respects that registry content is not a substitute for clinical judgment, consent procedures, or study-specific training.

The therapist needs knowledge of existentially oriented psychotherapy and how to apply it in addiction treatment. The protocol explicitly frames KPT around meaning, values, self-concept, and life purpose.

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.

Investigators have a continuing duty to inform participants about new findings regarding LSD or LSD-assisted therapy that emerge during the study. This reflects an ongoing consent responsibility rather than a one-time disclosure.

Use ibogaine only after a careful discussion of uncertain efficacy, limited research, and known risks. Ethical practice requires transparent communication about the experimental nature of treatment and the absence of robust clinical standards.

Study personnel involved with participants must understand informed consent responsibilities and boundaries. Consent is an ongoing process, and appropriately trained staff without an existing clinical relationship obtain consent, not the PI.

Determine whether a patient is intoxicated enough to impair participation in preparation sessions. This requires clinical judgment focused on comprehension and therapeutic alliance.

Clinicians need working knowledge of the potential risks and benefits of MDMA-assisted therapy as the research is designed to explore both. This knowledge supports informed consent, clinical judgment, and participant monitoring.

Those organizing sessions should understand the legal implications of ayahuasca in their jurisdiction. This helps them manage accountability and reduce legal risk.

Plans and maintains support for sessions that may last many hours. Duration of effects can be substantial and requires sustained facilitator availability and structured observation.

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.

Prepare participants to correctly use nicotine replacement therapy when assigned to the control arm. Facilitators must provide education, dosing instructions, and side-effect guidance.

Therapists must prepare participants psychologically and practically for ketamine dosing through rapport-building, psychoeducation, expectation-setting, and intention development. Preparation is emphasized because of trauma burden, psychiatric comorbidity, and instability in the target population.

Expectation that study personnel are trained in research ethics and responsible conduct of research. This underpins appropriate consent, confidentiality, and participant safety practices.

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

The facilitator should operate within the administrative and regulatory framework governing clinical trial documentation. This involves respecting the rules that apply to study record managers and submitted information.

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

Attend closely to the therapeutic relationship as an active part of the healing process. IMAP treats the relational field as a primary site where trauma, repair, trust, and connection unfold.

Understands that mescaline is a classic serotonergic psychedelic with substantial acute psychoactive effects. Uses this knowledge to prepare for altered perception and prolonged subjective responses.

Can explain common, psychological, and severe risks of KAP in understandable terms. Sets realistic expectations that outcomes may vary and are not guaranteed.

Facilitators need working knowledge of administration routes because onset, duration, intensity, and tolerability vary substantially. This informs preparation, monitoring, and participant education.

The facilitator influences the participant’s mindset through tone, language, responsiveness, and overall presence. They should intentionally support a conducive mental set from first contact through post-session care.

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

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

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

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.

Therapists should meet formal licensure requirements and have specific prior training and experience in ketamine-assisted psychotherapy. Competence is not generic psychotherapy alone but includes psychedelic/ketamine-specific preparation and familiarity with the study population.

Use a caring, natural, and non-threatening interview style to assess psychiatric and psychological domains. The protocol emphasizes normalization, reduction of guilt, symptom exaggeration techniques, and a logical flow that facilitates rapport.

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.

Understand the domains assessed in the Storyline psychiatric and neurological interviews and use this knowledge to support accurate administration and interpretation of study tasks. Domains include cognition, mood, homeostasis, social support, and psychosis/suicidality screening.

Once stabilization is achieved, the therapist should help the subject translate diffuse feeling states into articulated ideas without imposing doctrinal answers. Discussion is used to deepen learning, interpersonal understanding, and future application.

Help participants direct attention to their own present-moment internal experience and explore it from multiple perspectives. This is practiced in preparation and used to support participants if challenging material emerges during dosing.

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.

Deliver care tailored to US military veterans with severe PTSD. The population context implies the need for appropriate rapport, sensitivity, and understanding of veteran experiences.

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

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

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

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

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

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

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

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

The course also teaches a more active guiding style, especially through Ralph Metzner’s approach, where guides may introduce focused inquiries, somatic practices, or other interventions. Learners are shown how interventions can shape the trajectory of a session when used skillfully.

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

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

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

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

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

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

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

The page 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.

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

The 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.

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

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

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

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

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

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

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

The course 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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