Cross-phase

Informed consent, decisional capacity, autonomy, and withdrawal rights

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

4 roles · 59 guidelines · 0 courses · 0 providers

Confidentiality, privacy, and research data protection

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.

5 roles · 53 guidelines · 0 courses · 0 providers

Screening, eligibility, and readiness assessment

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

8 roles · 52 guidelines · 15 courses · 12 providers

Acute psychological response and emergency management during dosing

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

6 roles · 51 guidelines · 2 courses · 2 providers

Preparation and integration support

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

7 roles · 43 guidelines · 18 courses · 14 providers

Manual fidelity, protocol adherence, and deviation management

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

5 roles · 39 guidelines · 0 courses · 0 providers

Discharge readiness, escort safety, and post-session supervision

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

4 roles · 30 guidelines · 0 courses · 0 providers

Emergency recognition, escalation, and disposition planning

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

7 roles · 29 guidelines · 3 courses · 3 providers

Blinding, allocation concealment, and unblinding control

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

6 roles · 29 guidelines · 0 courses · 0 providers

Medication, substance-use, washout, and taper management

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.

5 roles · 29 guidelines · 0 courses · 0 providers

Study documentation, data integrity, and regulatory recordkeeping

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

3 roles · 27 guidelines · 0 courses · 0 providers

Manualized psychedelic psychotherapy delivery

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

4 roles · 25 guidelines · 3 courses · 2 providers

Therapeutic boundaries, professional conduct, and consent for touch

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

7 roles · 24 guidelines · 4 courses · 3 providers

Co-therapist and multidisciplinary team coordination

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

4 roles · 24 guidelines · 0 courses · 0 providers

Study record and trial registration literacy

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.

3 roles · 24 guidelines · 0 courses · 0 providers

Preparation support

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

3 roles · 16 guidelines · 6 courses · 5 providers

Ethical conduct in human-subject research

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

3 roles · 16 guidelines · 0 courses · 0 providers

Therapeutic alliance building

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

2 roles · 15 guidelines · 1 courses · 1 providers

Good Clinical Practice and protocol procedure compliance

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.

4 roles · 15 guidelines · 0 courses · 0 providers

Psilocybin session facilitation

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

6 roles · 14 guidelines · 6 courses · 5 providers

Psychedelic-assisted psychotherapy preparation and integration

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

6 roles · 13 guidelines · 2 courses · 2 providers

Ketamine psychotherapy delivery

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

6 roles · 12 guidelines · 7 courses · 5 providers

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

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

6 roles · 9 guidelines · 7 courses · 6 providers

Ensure confidentiality and session containment

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

2 roles · 9 guidelines · 0 courses · 0 providers

Outcome Measure and Assessment Literacy

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.

3 roles · 9 guidelines · 0 courses · 0 providers

Client preparation and therapeutic set/setting

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

3 roles · 8 guidelines · 2 courses · 2 providers

Psychedelic-assisted therapy facilitation

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

3 roles · 8 guidelines · 0 courses · 0 providers

Psychological support during altered states

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

3 roles · 8 guidelines · 0 courses · 0 providers

Training and competency maintenance

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

3 roles · 8 guidelines · 0 courses · 0 providers

Cultural humility, Indigenous respect, and equity-oriented care

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

6 roles · 7 guidelines · 11 courses · 10 providers

Transference, countertransference, and therapist self-awareness

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

3 roles · 7 guidelines · 1 courses · 1 providers

Clinical interviewing and history-taking

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

2 roles · 7 guidelines · 0 courses · 0 providers

Clinical Interviewing and PTSD Assessment

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

2 roles · 7 guidelines · 0 courses · 0 providers

Ketamine infusion monitoring

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

3 roles · 6 guidelines · 0 courses · 0 providers

Safe treatment-setting facilitation

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.

2 roles · 6 guidelines · 0 courses · 0 providers

Psilocybin psychotherapy framework

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

6 roles · 5 guidelines · 4 courses · 2 providers

Ethical psychedelic facilitation

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

7 roles · 5 guidelines · 2 courses · 2 providers

Session facilitation and therapeutic holding

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

3 roles · 5 guidelines · 2 courses · 2 providers

Evaluate clinically significant response and treatment outcomes

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

2 roles · 5 guidelines · 0 courses · 0 providers

Facilitate processing of difficult emotions

Therapists must help patients face and work through grief, fear, rage, panic, shame, guilt, and existential distress rather than avoid them. The clinician supports emotional expression while maintaining safety and meaning-making.

2 roles · 5 guidelines · 0 courses · 0 providers

Knowledge of PTSD and fear extinction theory

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.

2 roles · 5 guidelines · 0 courses · 0 providers

Respect autonomy and individualized communication preferences

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.

2 roles · 5 guidelines · 0 courses · 0 providers

Trauma-focused exposure facilitation

Facilitate trauma exposure in a structured, supportive, and protocol-consistent manner. The therapist must be able to initiate, pace, and process exposure work while maintaining adherence to PE methods.

2 roles · 5 guidelines · 0 courses · 0 providers

Professional self-care and burnout prevention

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

5 roles · 4 guidelines · 3 courses · 3 providers

Risk evaluation and safety monitoring

Teaches continuous evaluation of clinical risk and maintenance of a safe care environment throughout preparation, dosing, and follow-up. Learners monitor risk signals, apply safety procedures, and escalate care when needed.

6 roles · 4 guidelines · 3 courses · 2 providers

Music and therapist-variable awareness

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

3 roles · 4 guidelines · 1 courses · 1 providers

Working with inner healing intelligence

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

3 roles · 4 guidelines · 1 courses · 1 providers

Addiction and OUD treatment knowledge

Facilitator must understand opioid use disorder, medication-assisted treatment, and the clinical rationale for adjunctive psychotherapy. The protocol frames MORE+KAP as an investigational augmentation to buprenorphine treatment.

2 roles · 4 guidelines · 0 courses · 0 providers

Controlled-substance handling awareness

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.

2 roles · 4 guidelines · 0 courses · 0 providers

Narrative elicitation and phenomenological listening

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

2 roles · 4 guidelines · 0 courses · 0 providers

Nonintrusive session monitoring and containment

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.

2 roles · 4 guidelines · 0 courses · 0 providers

Recognize limits of evidence and avoid overstatement

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

2 roles · 4 guidelines · 0 courses · 0 providers

Respect for cultural and indigenous context

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

2 roles · 4 guidelines · 0 courses · 0 providers

Crisis and adverse-event response

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.

6 roles · 3 guidelines · 1 courses · 1 providers

Attendant supervision and role clarity

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

3 roles · 3 guidelines · 0 courses · 0 providers

Empathic presence and listening

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.

2 roles · 3 guidelines · 0 courses · 0 providers

Facilitating insight and peak experiences

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 roles · 3 guidelines · 0 courses · 0 providers

Handle altered, irrational, or hallucinatory narratives without invalidation

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

2 roles · 3 guidelines · 0 courses · 0 providers

Knowledge of ayahuasca pharmacology and effects

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.

2 roles · 3 guidelines · 0 courses · 0 providers

Maintain scientific and ethical caution in representing benefits

Because the paper notes limited conclusions about efficacy due to the crossover design, clinicians have an ethical responsibility to avoid overstating treatment effects. Competence includes accurately presenting the evidence base, uncertainty, and limits of inference to patients and colleagues.

2 roles · 3 guidelines · 0 courses · 0 providers

Mindfulness instruction

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

2 roles · 3 guidelines · 0 courses · 0 providers

Practice nondirective, participant-led facilitation

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

2 roles · 3 guidelines · 0 courses · 0 providers

Professional qualifications and experience threshold

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

3 roles · 3 guidelines · 0 courses · 0 providers

Research rating fidelity

Ability to administer standardized clinical ratings consistently and under supervision. Reliable measurement is essential for efficacy and safety endpoints.

4 roles · 3 guidelines · 0 courses · 0 providers

Setting optimization

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.

2 roles · 3 guidelines · 0 courses · 0 providers

Special population sensitivity in advanced cancer

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 roles · 3 guidelines · 0 courses · 0 providers

Training and certification in study instruments

Teaches the requirement for site personnel to be trained and certified on protocol-specific assessments, psychiatric instruments, rating scales, and study procedures before performing them in the trial.

3 roles · 3 guidelines · 0 courses · 0 providers

Use clear, participant-centered communication

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

2 roles · 3 guidelines · 0 courses · 0 providers

Voluntary participation and non-coercion

The handbook explicitly states that the experience should be fully explained and that the subject should accept it voluntarily. Coercion is framed as both unethical and therapeutically counterproductive.

2 roles · 3 guidelines · 0 courses · 0 providers

Harm reduction and risk awareness

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

7 roles · 2 guidelines · 5 courses · 5 providers

Legal and Regulatory Navigation

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

6 roles · 2 guidelines · 2 courses · 2 providers

Basic life support

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.

5 roles · 2 guidelines · 1 courses · 1 providers

Facilitator self-awareness and self-care

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

3 roles · 2 guidelines · 1 courses · 1 providers

Guided inquiry and reflective language

Students learn to use language and questions that deepen a client’s inner experience and support healing. This is a practical communication competency for facilitation and integration work.

2 roles · 2 guidelines · 1 courses · 1 providers

Therapist self-regulation

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.

4 roles · 2 guidelines · 1 courses · 1 providers

Clinical supervision participation

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

1 role · 2 guidelines · 0 courses · 0 providers

Conduct qualitative, client-centered inquiry

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 roles · 2 guidelines · 0 courses · 0 providers

Confidential and nonjudgmental therapeutic stance

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

2 roles · 2 guidelines · 0 courses · 0 providers

Empathic presence and active listening

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

2 roles · 2 guidelines · 0 courses · 0 providers

Ethical sourcing and ecological responsibility

The review explicitly discourages clinical development based on toad venom because of ethical and ecological concerns. Facilitators should favor synthetic sources and avoid practices that could harm wildlife or ecosystems.

2 roles · 2 guidelines · 0 courses · 0 providers

Experience with altered states of consciousness

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 roles · 2 guidelines · 0 courses · 0 providers

Function effectively as a therapy pair

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

1 role · 2 guidelines · 0 courses · 0 providers

Judicious use of interpretation

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

2 roles · 2 guidelines · 0 courses · 0 providers

Knowledge of study population and indications

Understands the clinical and occupational context of the treated population. Facilitators should be aware that the target group consisted of frontline physicians and nurses with depression and burnout related to the COVID-19 pandemic.

2 roles · 2 guidelines · 0 courses · 0 providers

Maintain beginner’s mind

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Motivational enhancement for quitting

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

2 roles · 2 guidelines · 0 courses · 0 providers

Neutral, unbiased facilitation

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Non-directive facilitation

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 roles · 2 guidelines · 0 courses · 0 providers

PE protocol delivery

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.

1 role · 2 guidelines · 0 courses · 0 providers

Practice within evidence limitations and communicate uncertainty

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Professional licensure and supervision

Therapists must meet licensure requirements and work within supervision structures appropriate to their training and role. Unlicensed or PAP-inexperienced staff require direct supervision.

2 roles · 2 guidelines · 0 courses · 0 providers

Professional qualification and supervised practice

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

4 roles · 2 guidelines · 0 courses · 0 providers

Session pacing and timing

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 roles · 2 guidelines · 0 courses · 0 providers

Source verification and documentation awareness

Maintains accuracy and transparency when using registry sources for competency extraction. The facilitator should avoid overclaiming details that are not present in the available record text.

2 roles · 2 guidelines · 0 courses · 0 providers

Support patients with moderate-to-severe major depressive disorder

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Therapist availability and time commitment

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.

1 role · 2 guidelines · 0 courses · 0 providers

Training in PAP and protocol manual adherence

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Understanding MDMA effects and non-linear healing

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.

2 roles · 2 guidelines · 0 courses · 0 providers

Use of ACT and adjunctive psychotherapies

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

1 role · 2 guidelines · 0 courses · 0 providers

Psychedelic research literacy and evidence appraisal

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

7 roles · 1 guidelines · 11 courses · 8 providers

Integration support and meaning-making

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

4 roles · 1 guidelines · 4 courses · 4 providers

Trauma-informed care

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

4 roles · 1 guidelines · 4 courses · 4 providers

Professional Scope and Practice Alignment

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.

6 roles · 1 guidelines · 3 courses · 2 providers

Pharmacology, contraindications, and interaction awareness

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.

6 roles · 1 guidelines · 2 courses · 2 providers

Psychedelic integration support

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

4 roles · 1 guidelines · 2 courses · 2 providers

Psychotherapeutic facilitation methods

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

4 roles · 1 guidelines · 2 courses · 2 providers

Psychedelic harm reduction and integration fundamentals

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

5 roles · 1 guidelines · 2 courses · 1 providers

Trauma-informed practice

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

2 roles · 1 guidelines · 2 courses · 1 providers

Confidentiality and trust maintenance

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.

4 roles · 1 guidelines · 1 courses · 1 providers

Use of adjunctive therapeutic modalities

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

2 roles · 1 guidelines · 1 courses · 1 providers

ACT-informed psychoeducation and skills teaching

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Address transference and countertransference openly

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Appropriate compensation transparency

Financial arrangements should be communicated clearly and handled transparently. Facilitators should avoid ambiguity around fees, deposits, scholarships, and contribution models.

2 roles · 1 guidelines · 0 courses · 0 providers

Assess and treat anxiety related to life-threatening disease

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Attachment and continuing bonds work

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 role · 1 guidelines · 0 courses · 0 providers

Awareness of functional unblinding

Recognize that strong psychoactive effects can reveal treatment allocation and influence ratings. This awareness is important for interpreting subjective reports and maintaining methodological rigor.

2 roles · 1 guidelines · 0 courses · 0 providers

Background in trauma psychotherapy

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 role · 1 guidelines · 0 courses · 0 providers

Behavioral treatment competence

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 role · 1 guidelines · 0 courses · 0 providers

Benzodiazepine withdrawal management

Providers must know that ibogaine does not treat benzodiazepine withdrawal and that sudden cessation can be dangerous. Benzodiazepine-dependent patients should not be told to stop abruptly.

2 roles · 1 guidelines · 0 courses · 0 providers

Body position and postural support

The facilitator should understand how posture affects the experience and support safer, freer bodily expression. Positioning may include lying down, sitting, standing, or allowing spontaneous movement as appropriate.

1 role · 1 guidelines · 0 courses · 0 providers

Care for a selected clinical population

The conclusion emphasizes that findings apply to a selected group of patients, implying the importance of appropriate patient selection and caution in generalization when facilitating treatment.

1 role · 1 guidelines · 0 courses · 0 providers

Collaborative therapeutic dialogue

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 role · 1 guidelines · 0 courses · 0 providers

Competence in specialized psychedelic therapy training

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.

4 roles · 1 guidelines · 0 courses · 0 providers

Coordination with backup facilitators and monitor

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.

1 role · 1 guidelines · 0 courses · 0 providers

Cultural and ceremonial competence

Able to participate in or support ceremonial treatment elements respectfully and appropriately. The source indicates ceremonial behavior and traditional medicine are part of the intervention, requiring cultural competence and sensitivity.

1 role · 1 guidelines · 0 courses · 0 providers

Data element compliance awareness

Understands the obligation to follow defined data element standards when submitting or interpreting study information. This is relevant to accurate, non-misleading representation of therapist/facilitator qualifications.

2 roles · 1 guidelines · 0 courses · 0 providers

Deliver culturally sensitive care

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

1 role · 1 guidelines · 0 courses · 0 providers

Empathic sensitivity and nonverbal attunement

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Enable perspective shift and de-schematization

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Facilitate access to emotions and catharsis

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 role · 1 guidelines · 0 courses · 0 providers

Handling rationalization and resistance

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 role · 1 guidelines · 0 courses · 0 providers

Ibogaine treatment planning for opioid dependence

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

2 roles · 1 guidelines · 0 courses · 0 providers

Ibogaine-informed case selection

Can evaluate whether ibogaine is being considered in the context of a highly selected clinical case, based on the source’s description of a severe, treatment-refractory patient. This includes understanding the limited evidence base and the need for careful patient selection.

2 roles · 1 guidelines · 0 courses · 0 providers

Individual versus group modality selection

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Instill trust in the healing process

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

1 role · 1 guidelines · 0 courses · 0 providers

Know the therapeutic model and theoretical framework

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 role · 1 guidelines · 0 courses · 0 providers

Knowledge of ibogaine pharmacology and anti-addiction rationale

Understand the basic rationale for ibogaine’s proposed effects in substance use disorders. This includes its reported ability to ease withdrawal, reduce craving, and act through multiple neurotransmitter systems.

2 roles · 1 guidelines · 0 courses · 0 providers

Knowledge of prior PTSD treatment requirements

Therapists must know what constitutes adequate prior treatment exposure before considering study enrollment. This requires familiarity with accepted PTSD treatments and minimum duration/intensity standards.

1 role · 1 guidelines · 0 courses · 0 providers

Knowledge of reaction types and stages

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 role · 1 guidelines · 0 courses · 0 providers

Manage challenges with letting go and self-control

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Managing self-examination and core therapeutic work

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 role · 1 guidelines · 0 courses · 0 providers

Medical boundary awareness

Non-medical facilitators must not present themselves as medical professionals or provide medical advice. They should clearly state their limitations and encourage participants to consult their own healthcare providers when needed.

2 roles · 1 guidelines · 0 courses · 0 providers

Mindfulness-based intervention knowledge

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 role · 1 guidelines · 0 courses · 0 providers

Mindfulness-based stress reduction facilitation

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 role · 1 guidelines · 0 courses · 0 providers

MORE delivery

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 role · 1 guidelines · 0 courses · 0 providers

Nonjudgmental acceptance with firm boundaries

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 role · 1 guidelines · 0 courses · 0 providers

Nonjudgmental addiction care

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 role · 1 guidelines · 0 courses · 0 providers

One-to-one interviewing

Facilitators should conduct individual interviews to understand the person, their motivations, and current condition. The interview also helps identify changes since any prior session.

2 roles · 1 guidelines · 0 courses · 0 providers

Overnight support role boundaries

Attendants and facilitators must maintain clear role boundaries, distinguishing supportive presence from psychotherapy or interpretation during overnight care.

2 roles · 1 guidelines · 0 courses · 0 providers

Participant-centered inclusion and non-discrimination

The protocol explicitly frames equity, diversity, and inclusion as ethical requirements. Facilitators should deliver care and study procedures without discrimination on race, ethnicity, religion, sex, or gender.

2 roles · 1 guidelines · 0 courses · 0 providers

Patient rights advocacy

Facilitators must uphold the Ibogaine Patient’s Bill of Rights, including dignity, privacy, access to information, and complaint processes. The provider should support interpretation and grievance handling when needed.

2 roles · 1 guidelines · 0 courses · 0 providers

Patient selection and indication awareness

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Permission for full expression

Participants must be given complete permission to express what arises without shame, fear, or guilt. The facilitator should accept the unfolding nonjudgmentally and avoid pathologizing it.

1 role · 1 guidelines · 0 courses · 0 providers

Pharmacokinetic understanding of ibogaine

Understand ibogaine, noribogaine, and noribogaine glucuronide disposition and how exposure relates to clinical effects. This knowledge supports safe interpretation of observed toxicity and response.

2 roles · 1 guidelines · 0 courses · 0 providers

Placebo and control-condition literacy

Knowledge of placebo-controlled treatment design and the interpretive issues it raises in psychotherapy research. This supports appropriate understanding of efficacy findings.

2 roles · 1 guidelines · 0 courses · 0 providers

Placebo and expectancy awareness

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Practitioner background verification

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 role · 1 guidelines · 0 courses · 0 providers

Professional conduct around sexuality and kundalini energy

Facilitators may witness intense sensual, sexual, or kundalini energy but must respond professionally and without reciprocation or exploitation. Emotional maturity and decorum are required to protect participant vulnerability.

2 roles · 1 guidelines · 0 courses · 0 providers

Protocol revision implementation

Therapists/facilitators must adapt practice to protocol improvements and revised treatment procedures introduced through IRB recommendations.

1 role · 1 guidelines · 0 courses · 0 providers

Protocol-specific competency identification

Can determine whether a study record actually specifies therapist/facilitator responsibilities or competencies. This includes distinguishing direct treatment skills from administrative registry instructions.

2 roles · 1 guidelines · 0 courses · 0 providers

Psychotherapy discussion and support

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

2 roles · 1 guidelines · 0 courses · 0 providers

Recognition of limitations and uncertainty in psychedelic support

Facilitators should be aware that outcome variability may reflect both drug effects and psychological support effects. The source notes that fidelity was not assessed, underscoring the need for humility and careful practice.

2 roles · 1 guidelines · 0 courses · 0 providers

Recruitment and contact ethics

Ability to recruit participants using approved procedures while respecting privacy, documented preferences, and limits on contact attempts. Recruitment must avoid coercion and unauthorized disclosure.

2 roles · 1 guidelines · 0 courses · 0 providers

Referral to qualified care

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

1 role · 1 guidelines · 0 courses · 0 providers

Registry data compliance awareness

Awareness of the need to use official data element definitions when submitting registration or results information. This reflects adherence to accurate and compliant trial reporting practices.

2 roles · 1 guidelines · 0 courses · 0 providers

Regulatory information handling

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Research-aware clinical practice

Knowledge of clinical trial methods and evaluation approaches relevant to psychotherapy research. The source indicates controlled clinical trial and analysis of variance contexts.

2 roles · 1 guidelines · 0 courses · 0 providers

Residential addiction treatment facilitation

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.

1 role · 1 guidelines · 0 courses · 0 providers

Session closure control

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

2 roles · 1 guidelines · 0 courses · 0 providers

Silence and strategic dialogue

Facilitators should know when silence is best and when brief dialogue can help orient or reassure. Words should be used sparingly, precisely, and with awareness of their power.

2 roles · 1 guidelines · 0 courses · 0 providers

Structure a therapeutic learning environment

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 role · 1 guidelines · 0 courses · 0 providers

Support confrontation with existential anxiety

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Support emotional expression and catharsis

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 role · 1 guidelines · 0 courses · 0 providers

Support for multiplicity without pathologizing

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Support for multiplicity/parts

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Support multiplicity without pathologizing

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 role · 1 guidelines · 0 courses · 0 providers

Supportive presence selection and visibility

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 role · 1 guidelines · 0 courses · 0 providers

Team coordination and protocol adherence

Operate within a shared management plan so that all team members respond consistently during routine care and emergencies. The guideline emphasizes coordinated actions, not ad hoc improvisation.

2 roles · 1 guidelines · 0 courses · 0 providers

Training and scope of practice in KAP delivery

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 role · 1 guidelines · 0 courses · 0 providers

Trauma-informed case conceptualization

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Use clinical judgment for intervention timing

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 role · 1 guidelines · 0 courses · 0 providers

Work skillfully with resistance and protective mechanisms

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Work with emotion regulation and cognitive schemas

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.

2 roles · 1 guidelines · 0 courses · 0 providers

Work within randomized controlled trial and blinding procedures

Because this is a randomized controlled trial comparing ketamine with active placebo, clinicians must respect trial procedures that protect scientific integrity and participant welfare. This includes adherence to allocation procedures and avoiding actions that could compromise blinding.

2 roles · 1 guidelines · 0 courses · 0 providers

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

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

7 roles · 0 guidelines · 8 courses · 7 providers

Psychedelic therapy foundation

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

7 roles · 0 guidelines · 6 courses · 5 providers

Neurobiology of non-ordinary states

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

4 roles · 0 guidelines · 4 courses · 4 providers

Ethics and ethical practice

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

6 roles · 0 guidelines · 4 courses · 3 providers

Clinical protocol literacy

Teaches practitioners to read and understand clinical protocols, treatment manuals, and evidence-based psychedelic care procedures. The focus is knowing how protocol requirements shape preparation, dosing, integration, documentation, and safety responsibilities.

6 roles · 0 guidelines · 2 courses · 2 providers

Experiential Learning and Reflective Practice

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

3 roles · 0 guidelines · 2 courses · 2 providers

Preparation and therapeutic alliance

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

3 roles · 0 guidelines · 2 courses · 2 providers

Professional application and practice development

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

5 roles · 0 guidelines · 2 courses · 2 providers

Complex-case support and ethics-based clinical judgment

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.

4 roles · 0 guidelines · 2 courses · 1 providers

Dosing-session framework

Cluster covering 2 related competencies including: Dosing-session framework, Dosing-session framework use.

4 roles · 0 guidelines · 2 courses · 1 providers

Legal access pathways and care-team coordination

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.

6 roles · 0 guidelines · 2 courses · 1 providers

Psilocybin prescribing fundamentals

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

2 roles · 0 guidelines · 2 courses · 1 providers

Apprenticeship and mentor shadowing

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

4 roles · 0 guidelines · 1 courses · 1 providers

Assessment and intake

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 roles · 0 guidelines · 1 courses · 1 providers

Clinical collaboration and compliance awareness

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

5 roles · 0 guidelines · 1 courses · 1 providers

Clinical documentation and coordination

Some listed programs explicitly teach clinical documentation and related practice management skills. This suggests learners may be expected to document care, coordinate treatment processes, and work within structured clinical workflows.

3 roles · 0 guidelines · 1 courses · 1 providers

Clinical trial training and feedback use

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

6 roles · 0 guidelines · 1 courses · 1 providers

Collaborative work with adjunctive clients

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

3 roles · 0 guidelines · 1 courses · 1 providers

Collaborative-care role awareness

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.

5 roles · 0 guidelines · 1 courses · 1 providers

Compound comparison for therapeutic use

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

6 roles · 0 guidelines · 1 courses · 1 providers

Contemplative practice support

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

3 roles · 0 guidelines · 1 courses · 1 providers

Contraindication and interaction review

The page explicitly notes medication interactions, contraindications, and risk management for prescribers. This indicates training in identifying unsafe combinations and excluding or delaying treatment when needed.

2 roles · 0 guidelines · 1 courses · 1 providers

Debriefing and reflective practice

The practicum includes retreat team debriefs, supervisor meetings, and assessment presentations. This signals an expectation that learners can reflect on practice, receive feedback, and integrate learning.

5 roles · 0 guidelines · 1 courses · 1 providers

Equitable Access and Inclusive Service Delivery

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Ethical and equitable practice

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Ethical decision-making and confidentiality

The practicum explicitly says sites cover ethical considerations such as confidentiality, privacy, professional conduct, and ethical decision-making. Ethical alignment is also part of site approval.

7 roles · 0 guidelines · 1 courses · 1 providers

Ethical grounding and integrity

The course repeatedly emphasizes ethical considerations, safety, and integrity in practice. Learners are expected to develop a grounded professional stance that respects legal boundaries and participant welfare.

6 roles · 0 guidelines · 1 courses · 1 providers

Human-centred, experiential facilitation

The overall program emphasizes experiential, relational, and community-grounded learning, including retreat and practicum components. Learners are expected to develop a grounded facilitation presence in addition to theory.

3 roles · 0 guidelines · 1 courses · 1 providers

Justice, diversity, and inclusion practice

JEDI is explicitly named as part of the program structure and curriculum. Learners are expected to examine systemic marginalization, positionality, and power while building more inclusive psychedelic services.

4 roles · 0 guidelines · 1 courses · 1 providers

Leadership and coaching presence in expanded states

Faculty and program structure emphasize leadership, coaching presence, and personal transformation as part of practitioner development. Students are expected to become more skillful in guiding high-achieving and growth-oriented clients.

3 roles · 0 guidelines · 1 courses · 1 providers

Mechanisms of change formulation

The course presents scientific theories about how psychedelics may exert therapeutic effects. Learners are introduced to mechanisms such as psychological flexibility and interpersonal engagement.

3 roles · 0 guidelines · 1 courses · 1 providers

Mentorship and professional development

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Microdosing and macrodosing protocol design

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Observing and holding space without reacting

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 roles · 0 guidelines · 1 courses · 1 providers

Peer consultation and collaborative learning

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

4 roles · 0 guidelines · 1 courses · 1 providers

Peer-informed clinical judgment

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Personal growth work and self-exploration

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 roles · 0 guidelines · 1 courses · 1 providers

Professional development and directory readiness

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.

3 roles · 0 guidelines · 1 courses · 1 providers

Professional identity and licensing readiness

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Reciprocity and ecological awareness

Reciprocity and ecological awareness are named as a core knowledge domain. This indicates training in relational responsibility, environmental context, and respectful exchange with communities and traditions.

3 roles · 0 guidelines · 1 courses · 1 providers

Referral and further-training planning

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.

5 roles · 0 guidelines · 1 courses · 1 providers

Respond ethically and relationally in crisis

The course explicitly includes ethical and relational considerations in crisis response. This suggests learners are trained to act with care, boundaries, and attunement when responding to acute distress.

4 roles · 0 guidelines · 1 courses · 1 providers

Ritual closing and cleansing

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

3 roles · 0 guidelines · 1 courses · 1 providers

Safety and legal boundaries awareness

The page includes explicit warnings about what graduates can and cannot legally do. Learners are expected to understand scope limits, licensure requirements, and when consultation supervision is needed.

5 roles · 0 guidelines · 1 courses · 1 providers

Safety-oriented documentation and templates

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.

5 roles · 0 guidelines · 1 courses · 1 providers

Space preparation and ceremonial setup

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Structured PAP process navigation

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

4 roles · 0 guidelines · 1 courses · 1 providers

Supervised experiential practice

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

4 roles · 0 guidelines · 1 courses · 1 providers

Supervised practicum and feedback integration

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

4 roles · 0 guidelines · 1 courses · 1 providers

Sustainable practice development and prescriber coordination

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.

4 roles · 0 guidelines · 1 courses · 1 providers

Therapeutic technique enhancement

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

3 roles · 0 guidelines · 1 courses · 1 providers

Tracking nervous systems and consent dynamics

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 roles · 0 guidelines · 1 courses · 1 providers

Use of complementary support methods

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

3 roles · 0 guidelines · 1 courses · 1 providers

Use structured preparedness frameworks

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.

5 roles · 0 guidelines · 1 courses · 1 providers

Working within legal and approved site structures

The practicum requires placements at pre-approved sites and emphasizes legal and ethical standards. Learners are exposed to different settings, including clinical, retreat, and harm reduction organizations.

4 roles · 0 guidelines · 1 courses · 1 providers

Bilingual and bicultural engagement

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

3 roles · 0 guidelines · 0 courses · 1 providers

Hybrid in-person and virtual session support

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.

3 roles · 0 guidelines · 0 courses · 1 providers

Therapeutic support in patient care settings

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 roles · 0 guidelines · 0 courses · 1 providers

General psychedelic-assisted practice skills

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

8 roles · 45 guidelines · 27 courses · 18 providers