A model training curriculum for psychedelic, psycholytic, and entactogen-assisted psychotherapy.
Torsten Passie, Anja Loizaga-Velder, Alicia Danforth, Charles S. Grob, George Greer, David Erritzøe, Peter Oehen, Juraj Styk, Michael Schlichting, Eric Vermetten, Ivar W Goksøyr, Tomáš Páleníček, Michael C Mithoefer, Annie Mithoefer, Brian T Anderson, Erwin Krediet, Peter Gasser, Elizabeth M. Nielson, Ingmar Gorman, Janis Phelps, Alexander Belser, Jeffrey Guss
Journal of psychopharmacology (Oxford, England) June 10, 2025 DOI: 10.1177/02698811241282759 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Consensus statement Peer reviewed |
|---|---|
| Topics | Psychedelic-assisted therapy |
| Keywords | MDMA-Assisted Psychotherapy Education of therapists Psycholytic therapy Therapists self-experience Training curriculum Psychedelic-therapy-training Therapist-education-standards MDMA-Assisted-Psychotherapy Clinical-psychedelic-practice Experiential-learning-therapy |
| Citations | 4 |
| Key points | The proposed model curriculum for substance-assisted psychotherapy includes theoretical topics, apprenticeship observation, clinical supervision, and self-experience for trainees. |
Abstract
The authors offer a model for curriculum for education and training in substance-assisted psychotherapy (SAP), that is, psychedelic, psycholytic, and entactogen/MDMA (3,4-methylenedioxymethamphetamine)-assisted psychotherapy, addressing both the detailed contents of training and the question of experiential training. All authors of this model have an abiding interest and extensive experience in both the theory and practical aspects of SAP and questions relating to training. The model curriculum has been written through an international consensus building process and represents a consensus statement about the topic. The model includes an enumeration of theoretical themes and topics, which we suggest for inclusion in an SAP curriculum. The practical part of the curriculum includes experiential training with the following components: (1) apprenticeship observation: learning from observing experienced therapists, (2) ongoing clinical supervision: conducting treatment under direct supervision of experienced SAP therapists, and (3) a proposal for the inclusion of self-experiences for the trainees. Other parts address the use of peer supervision and conventional supervision. The authors are aware of the abiding need for respect of intercultural differences. We are conscious that the proposed model is one largely adapted to western industrialized countries with established graduate level education and training procedures for psychotherapists. However, the model curriculum includes teachings about the use of related substances and treatment techniques in indigenous cultures and traditions. This curriculum model may be valuable to psychedelic researchers, those endeavoring to train therapists for research studies, and those preparing for the clinical work to follow, once SAP is conducted outside of research settings.