Psychological Support and Psychotherapy

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

8 care stages · 43 guidelines · 18 courses · 14 providers

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.

8 care stages · 25 guidelines · 3 courses · 2 providers

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

8 care stages · 16 guidelines · 6 courses · 5 providers

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

7 care stages · 16 guidelines · 0 courses · 0 providers

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

7 care stages · 15 guidelines · 1 courses · 1 providers

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

8 care stages · 14 guidelines · 6 courses · 5 providers

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.

8 care stages · 13 guidelines · 2 courses · 2 providers

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

8 care stages · 12 guidelines · 7 courses · 5 providers

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.

6 care stages · 9 guidelines · 2 courses · 2 providers

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.

6 care stages · 9 guidelines · 0 courses · 0 providers

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

6 care stages · 8 guidelines · 0 courses · 0 providers

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.

7 care stages · 8 guidelines · 0 courses · 0 providers

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.

6 care stages · 7 guidelines · 1 courses · 1 providers

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

6 care stages · 6 guidelines · 0 courses · 0 providers

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

5 care stages · 6 guidelines · 0 courses · 0 providers

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

8 care stages · 5 guidelines · 4 courses · 2 providers

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

5 care stages · 5 guidelines · 2 courses · 2 providers

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.

4 care stages · 5 guidelines · 0 courses · 0 providers

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.

4 care stages · 5 guidelines · 0 courses · 0 providers

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.

5 care stages · 5 guidelines · 0 courses · 0 providers

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.

4 care stages · 4 guidelines · 1 courses · 1 providers

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

4 care stages · 4 guidelines · 0 courses · 0 providers

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.

3 care stages · 4 guidelines · 0 courses · 0 providers

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

3 care stages · 3 guidelines · 0 courses · 0 providers

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.

2 care stages · 3 guidelines · 0 courses · 0 providers

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.

3 care stages · 3 guidelines · 0 courses · 0 providers

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.

2 care stages · 3 guidelines · 0 courses · 0 providers

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

3 care stages · 3 guidelines · 0 courses · 0 providers

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

5 care stages · 3 guidelines · 0 courses · 0 providers

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

2 care stages · 3 guidelines · 0 courses · 0 providers

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.

3 care stages · 3 guidelines · 0 courses · 0 providers

Tailor therapeutic engagement to patients with advanced non-operable GI cancers facing existential distress, grief, and limited life expectancy. The therapist/facilitator must recognize the emotional and medical context of end-of-life suffering.

2 care stages · 3 guidelines · 0 courses · 0 providers

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.

3 care stages · 3 guidelines · 0 courses · 0 providers

Therapists should identify or teach in-session coping tools and collaboratively plan how anxiety states will be recognized and supported.

3 care stages · 3 guidelines · 0 courses · 0 providers

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.

5 care stages · 3 guidelines · 0 courses · 0 providers

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.

5 care stages · 3 guidelines · 0 courses · 0 providers

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

3 care stages · 3 guidelines · 0 courses · 0 providers

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.

5 care stages · 2 guidelines · 1 courses · 1 providers

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.

3 care stages · 2 guidelines · 1 courses · 1 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

3 care stages · 2 guidelines · 0 courses · 0 providers

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.

5 care stages · 2 guidelines · 0 courses · 0 providers

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

3 care stages · 2 guidelines · 0 courses · 0 providers

Therapists may offer interpretations or insights, but these should be minimized and subordinated to the participant’s own discernment. The model values participant-led meaning making over therapist-imposed explanations.

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

3 care stages · 2 guidelines · 0 courses · 0 providers

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.

2 care stages · 2 guidelines · 0 courses · 0 providers

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

3 care stages · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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

3 care stages · 2 guidelines · 0 courses · 0 providers

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.

2 care stages · 2 guidelines · 0 courses · 0 providers

Deliver manualized Prolonged Exposure therapy according to the study protocol and standard PE structure. This includes sequencing psychoeducation, in vivo exposure, imaginal exposure, homework review, and relapse prevention across sessions.

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

3 care stages · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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.

5 care stages · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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

3 care stages · 2 guidelines · 0 courses · 0 providers

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

2 care stages · 2 guidelines · 0 courses · 0 providers

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

3 care stages · 1 guidelines · 4 courses · 4 providers

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

8 care stages · 1 guidelines · 4 courses · 4 providers

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

5 care stages · 1 guidelines · 2 courses · 2 providers

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

6 care stages · 1 guidelines · 2 courses · 2 providers

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

5 care stages · 1 guidelines · 2 courses · 1 providers

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

7 care stages · 1 guidelines · 2 courses · 1 providers

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.

3 care stages · 1 guidelines · 1 courses · 1 providers

Therapists teach ACT concepts in a way that helps participants recognize depression-related patterns and build psychological flexibility. The manual expects direct instruction plus experiential learning.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists are expected to use concrete active listening skills that support exploration without overdirecting. These communication skills help maintain emotional safety and participant agency.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

Therapists and study staff must manage participant distress and fatigue associated with questionnaires and interviews. Competence includes pacing, offering breaks, and responding supportively to emotionally evocative content.

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists should have substantial background in PTSD treatment and related trauma modalities. Experience with multiple evidence-based and adjunctive approaches supports flexible understanding of what may arise in MDMA sessions.

1 care stage · 1 guidelines · 0 courses · 0 providers

The protocol implies competence in evidence-based behavioral smoking cessation methods, including cognitive-behavioral approaches. Facilitators should be able to apply these methods in combination with psilocybin treatment.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

4 care stages · 1 guidelines · 0 courses · 0 providers

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

3 care stages · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

Work collaboratively with the patient, sharing observations and options while preserving the patient’s authority over their process. This supports empowerment in the context of trauma-related loss of control.

1 care stage · 1 guidelines · 0 courses · 0 providers

The therapist must engage patients in dialogue rather than one-way instruction, building meaning collaboratively. This includes discussing motives, goals, beliefs about addiction, and consequences of drug use.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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

1 care stage · 1 guidelines · 0 courses · 0 providers

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

1 care stage · 1 guidelines · 0 courses · 0 providers

The handbook expects therapists to perceive and respond to the subject’s feeling state with heightened empathy, especially when verbal communication is reduced. This is particularly emphasized in individual sessions and in group work where nonverbal emotional communication becomes prominent.

1 care stage · 1 guidelines · 0 courses · 0 providers

Facilitators should help patients use altered states to reconsider entrenched beliefs, habits, and self-referential frames. The paper describes LSD as promoting new perspectives, broader contextualization, and re-evaluation of illness, self, and life priorities.

1 care stage · 1 guidelines · 0 courses · 0 providers

Provide reassurance when it helps establish safety, while avoiding invalidation or minimization. Reassurance should support rather than dismiss the patient’s experience.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

A central therapeutic skill is helping patients safely enter, tolerate, and process intensified emotions that emerge during LSD sessions. The study highlights facilitated access to emotions, catharsis, crying, grief work, and relief after expression.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

A major therapist task is detecting and not reinforcing rationalizations that protect the existing self-concept. The handbook portrays resistance as subtle and expects the therapist to respond firmly but without hostility.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists must teach patients to reactivate the acceptance, reduced fear, and interpersonal openness experienced during MDMA sessions when confronting later stressors. This helps convert acute session experiences into durable coping skills.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

During ketamine administration, the therapist provides continuous emotional support while the patient reclines with eyeshades and music. This support helps the patient tolerate and make use of the psychedelic experience.

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists should orient participants to the healing model by conveying trust in the therapeutic process and the participant’s innate capacity for healing.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists are trained in the specific model used in the trial, informed by Perceptual Control Theory and related evidence-based approaches. This framework guides how therapists understand participant experience and choose interventions.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists are expected to understand common features, characteristic reaction types, and sequential stages of the experience, because guidance differs by phase. The handbook repeatedly links competency to recognizing where the subject is in the process.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists must help patients navigate early-session resistance, distrust, and discomfort related to surrendering usual control. Several participants reported temporary difficulty letting go or tolerating altered self-control.

1 care stage · 1 guidelines · 0 courses · 0 providers

The therapist must support the subject through difficult self-scrutiny without taking over the process, distracting prematurely, or colluding with avoidance. This phase is described as the central therapeutic component where emotional insight and acceptance emerge.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

Facilitator must know the conceptual basis and components of MORE. The protocol links mindfulness, savoring, and reappraisal to changes in craving and reward processing.

1 care stage · 1 guidelines · 0 courses · 0 providers

Able to deliver or support an 8-week MBSR curriculum for clinical populations. This requires knowledge of mindfulness practices and the ability to adapt them to frontline healthcare providers experiencing depression and burnout.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

Ability to observe and interpret defense mechanisms and other psychological processes during therapy. This is implied by the MeSH term 'Defense Mechanisms' and psychotherapy context.

1 care stage · 1 guidelines · 0 courses · 0 providers

Facilitator can deliver Mindfulness-Oriented Recovery Enhancement (MORE) in an 8-week group format for patients with OUD. The intervention combines mindfulness training, cognitive reappraisal, and savoring techniques.

1 care stage · 1 guidelines · 0 courses · 0 providers

Uses an open, collaborative MI style to engage participants and support change. Employs reflective listening, eliciting change talk, and reinforcing motivation without confrontation.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

Provides patient-centered, nonjudgmental care to individuals with severe opioid use disorder, including those who have not benefited from conventional treatment. The report’s focus on a treatment-refractory patient implies the need for a supportive, stigma-free approach.

1 care stage · 1 guidelines · 0 courses · 0 providers

During onset, therapists must help the subject stay relaxed, accept changes, and avoid fixation on somatic discomfort or irrelevant ideation. Music and reassurance are highlighted as practical tools for reducing fear and helping the subject welcome altered perception.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

Recognize that placebo response can be substantial in depression trials and that supportive care may amplify expectancy effects. Facilitators should avoid unintentionally inflating suggestibility beyond the protocol.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

The facilitator should be able to clearly describe their history, experience, and specific approach with 5-MeO-DMT or related sacramental work. Participants should be able to assess whether the practitioner’s background, lineage, or training is appropriate for their needs.

1 care stage · 1 guidelines · 0 courses · 0 providers

Before symptoms begin, the therapist must prevent boredom, over-monitoring for effects, and escalating apprehension. This phase is treated as crucial because the psychological set established here shapes much of what follows.

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

Use Subjective Units of Distress Scale ratings to track fear activation and extinction during PE sessions. This requires eliciting reliable distress ratings and using them to guide exposure processing.

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists should be able to help patients face anxiety, fear of death, hopelessness, and suffering associated with life-threatening illness. The treatment context explicitly targets existential distress and uses LSD sessions to engage these themes.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists must be comfortable with powerful affect and able to support its expression without becoming reactive or controlling. Their role includes normalizing, containing, and encouraging tears, sounds, movement, and other forms of emotional release.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists must understand that parts, selves, subpersonalities, or dissociative-like multiplicity can emerge normally, especially in trauma. They should not pathologize these experiences and should help use them therapeutically.

1 care stage · 1 guidelines · 0 courses · 0 providers

Participants may express the medicine through shaking, curling, dancing, screaming, glossolalia, orgasm, or other intense bodily responses. The facilitator should recognize these as possible natural responses and support them appropriately.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

Facilitators should adapt their visibility and distance to best support the participant, sometimes being visually present and sometimes minimizing their presence. The goal is to provide reassurance without becoming the focus of attachment.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

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

1 care stage · 1 guidelines · 0 courses · 0 providers

A key applied skill is knowing when to remain silently present, when to inquire, and when to offer more active guidance. Effective work depends on moment-to-moment attunement to verbal, nonverbal, historical, and pharmacological cues.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists must closely attend to the patient's speech, affect, movement, silence, and bodily signs to understand process and determine appropriate intervention. Fine-grained observation is necessary for both safety and therapeutic timing.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists should respond as though whatever arises in session—pleasant, difficult, peripheral, symbolic, or practical—may have relevance to healing.

1 care stage · 1 guidelines · 0 courses · 0 providers

Facilitators require knowledge of the therapeutic context, including that psilocybin is being investigated as a rapid-acting treatment for major depressive disorder. This includes understanding the expected timeframe of symptom assessment and response.

2 care stages · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists must skillfully decide when to facilitate, when to redirect, and when to silently witness. Effective treatment requires balancing guidance with respect for the patient’s self-directed inner healing process.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

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

3 care stages · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists should respect defenses, protectors, and resistance as potentially adaptive rather than obstacles to be forcibly overcome. The skill lies in fostering awareness and curiosity about protection while minimizing retraumatization.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists should understand and address cognitive-affective mechanisms linked to improvement, particularly emotion regulation and positive and negative cognitive schemas. The study associated symptom improvement with changes in these domains.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

8 care stages · 0 guidelines · 8 courses · 7 providers

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

3 care stages · 0 guidelines · 2 courses · 2 providers

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

5 care stages · 0 guidelines · 2 courses · 2 providers

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.

3 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 1 courses · 1 providers

The course explicitly teaches techniques for working with patients in altered states, including grounding, breathwork, and mindfulness. These are presented as tools for supporting expanded and ordinary states of consciousness.

2 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 1 courses · 1 providers

The course emphasizes learning from experienced trainers and a community of peers, suggesting development of clinical judgment through discussion, feedback, and shared practice. This is framed as part of building competence in an evolving field.

1 care stage · 0 guidelines · 1 courses · 1 providers

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.

5 care stages · 0 guidelines · 1 courses · 1 providers

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.

7 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 0 courses · 1 providers

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

8 care stages · 45 guidelines · 27 courses · 18 providers

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.

6 care stages · 14 guidelines · 1 courses · 1 providers

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

7 care stages · 9 guidelines · 7 courses · 6 providers

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.

6 care stages · 8 guidelines · 0 courses · 0 providers

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

5 care stages · 7 guidelines · 0 courses · 0 providers

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.

3 care stages · 6 guidelines · 0 courses · 0 providers

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.

5 care stages · 4 guidelines · 1 courses · 1 providers

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.

4 care stages · 4 guidelines · 0 courses · 0 providers

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

6 care stages · 4 guidelines · 0 courses · 0 providers

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.

3 care stages · 3 guidelines · 0 courses · 0 providers

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.

4 care stages · 3 guidelines · 0 courses · 0 providers

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.

4 care stages · 3 guidelines · 0 courses · 0 providers

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.

4 care stages · 3 guidelines · 0 courses · 0 providers

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

4 care stages · 2 guidelines · 2 courses · 2 providers

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

5 care stages · 2 guidelines · 0 courses · 0 providers

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

3 care stages · 2 guidelines · 0 courses · 0 providers

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

4 care stages · 2 guidelines · 0 courses · 0 providers

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.

3 care stages · 2 guidelines · 0 courses · 0 providers

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

3 care stages · 2 guidelines · 0 courses · 0 providers

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

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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.

5 care stages · 2 guidelines · 0 courses · 0 providers

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.

2 care stages · 2 guidelines · 0 courses · 0 providers

Therapists/facilitators require knowledge of treating patients with moderate-to-severe major depressive disorder in the context of psychedelic-assisted therapy. The target population in the trial establishes disorder-specific clinical knowledge needs.

1 care stage · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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

2 care stages · 2 guidelines · 0 courses · 0 providers

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.

4 care stages · 2 guidelines · 0 courses · 0 providers

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.

5 care stages · 1 guidelines · 1 courses · 1 providers

Therapists should be aware of transference and countertransference, which may be intensified in non-ordinary states. They are expected to respond with honesty, self-awareness, and openness rather than leaving important relational dynamics unspoken.

1 care stage · 1 guidelines · 0 courses · 0 providers

The intervention targets anxiety associated with life-threatening diseases, so therapists need knowledge of the psychological burden of severe medical illness and the clinical presentation of anxiety in this population. They must be able to formulate treatment needs in medically ill patients.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

Uses observed patient response to help optimize how ketamine-assisted psychotherapy is administered. Informs future clinical decisions about approach and dosing strategy.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

1 care stage · 1 guidelines · 0 courses · 0 providers

Therapists and facilitators must be able to guide intentional group process in a way that supports safety, connection, and meaningful change. This includes managing both large- and small-group formats and maintaining a relationally anchored therapeutic environment.

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists should understand the distinct advantages, limitations, and indications of individual and group methods. Clinical judgment is required to choose format, order, staffing, and group composition.

1 care stage · 1 guidelines · 0 courses · 0 providers

Facilitators must understand the model's intentional weaving of Western clinical frameworks with Indigenous knowledge systems. This requires respectful, non-tokenistic integration grounded in explicit values rather than superficial cultural inclusion.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

5 care stages · 1 guidelines · 0 courses · 0 providers

Use music intentionally as part of the therapeutic environment and processing sequence. Music should support, not direct, the patient’s unfolding internal experience.

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists are expected to offer deep acceptance of the person while not necessarily endorsing all acts or rationalizations. The handbook portrays therapeutic acceptance as compatible with clear interpersonal limits and reality-based feedback.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

Knowledge of the patient populations and symptom profiles for which KAP may be considered, particularly depression, anxiety, PTSD, and treatment-resistant presentations. The article highlights benefit across a wide variety of diagnoses, with notable improvement in depression and anxiety.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

3 care stages · 1 guidelines · 0 courses · 0 providers

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.

4 care stages · 1 guidelines · 0 courses · 0 providers

The therapist’s core role is to structure conditions that maximize the subject’s opportunity for self-understanding and change, tailored to the subject, therapist, and relevant environmental variables. The handbook repeatedly frames therapeutic effectiveness as depending on how well the clinician shapes the setting and process rather than directing content for the patient.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

Therapists should understand multiplicity, parts, selves, and related phenomena as often normal and especially relevant in trauma work. They must respond without pathologizing the participant’s awareness of different parts of self.

1 care stage · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

The handbook describes skillful use of music, images, mirrors, and simple comforts to guide attention, reduce distress, and deepen self-examination. These supports are not incidental but part of the structured method.

1 care stage · 1 guidelines · 0 courses · 0 providers

The protocol specifies that therapists require relevant professional qualifications and dedicated training in both the CBT manual and ketamine-assisted psychotherapy adaptations. Competent delivery depends on staying within scope and using protocol-specific training.

1 care stage · 1 guidelines · 0 courses · 0 providers

Conducts evaluations and psychotherapy with sensitivity to distress, moral injury, grief, and burnout. The therapist must avoid unnecessary burden while still collecting required data.

1 care stage · 1 guidelines · 0 courses · 0 providers

Understand PTSD, complex trauma, avoidance, dissociation, attachment disruption, and moral injury in order to interpret clinical material accurately and flexibly. Diagnosis-specific knowledge informs judgment without making the treatment protocol rigid.

1 care stage · 1 guidelines · 0 courses · 0 providers

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.

2 care stages · 1 guidelines · 0 courses · 0 providers

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

2 care stages · 1 guidelines · 0 courses · 0 providers

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

4 care stages · 0 guidelines · 6 courses · 5 providers

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.

5 care stages · 0 guidelines · 4 courses · 4 providers

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.

3 care stages · 0 guidelines · 2 courses · 1 providers

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

6 care stages · 0 guidelines · 1 courses · 1 providers

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.

3 care stages · 0 guidelines · 1 courses · 1 providers

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.

6 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 1 courses · 1 providers

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

4 care stages · 0 guidelines · 1 courses · 1 providers

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.

2 care stages · 0 guidelines · 1 courses · 1 providers

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.

5 care stages · 0 guidelines · 1 courses · 1 providers

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.

4 care stages · 0 guidelines · 0 courses · 1 providers