Care Coordination

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

Team roles and communication

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.

Discharge and aftercare

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

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

Longitudinal support

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.

Referral and escalation pathways

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.

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

Therapists function within a medically supervised ketamine model and must coordinate closely with clinicians responsible for dosing oversight and safety clearance. This includes understanding role boundaries and supporting monitoring workflows.

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

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

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

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.

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.

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

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

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

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

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

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

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.

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.

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.

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.

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

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

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 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.

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

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

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

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

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

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.

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.

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 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.

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

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

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

The course 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.

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.

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

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.

Longitudinal support

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.

Discharge and aftercare

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 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.

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

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

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.

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

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.

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.

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.

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.

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.

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

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

Therapists/facilitators should be able to educate companions about clinical warning signs and how to contact the study team. This extends monitoring beyond the clinic and supports rapid response to deterioration.

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

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

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.

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

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.

Team roles and communication

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

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

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

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

The 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.