Learning together: Our 2027 Education Module
Psychedelic facilitation involves far more than understanding a substance or supporting someone through a dosing experience.
Practitioners need to understand the entire arc of care: how to assess whether an experience is appropriate, prepare someone responsibly, create a safe and supportive environment, and help them integrate what emerges afterwards.
At every stage, this work must be grounded in ethics, informed consent, clear boundaries and an awareness of the power held by the practitioner.
The Education Module provides the theoretical grounding, practical guidance and shared learning environment needed to begin developing these capabilities.
Twenty live sessions across two semesters
Beginning on 25 February 2027, the Education Module includes 20 live online sessions, delivered across two semesters.
The first semester runs from February to June and focuses on developing the foundations of psychedelic facilitation. Following the summer Experiential Retreats, participants return for a second semester from September to October, where the emphasis shifts towards integration, applied learning, case discussion and continued professional development.
This structure allows participants to build their knowledge gradually, embody aspects of their learning during the retreat, and then return to the online group with new questions and first-hand experience.
Covering the full arc of psychedelic care
The curriculum follows the complete psychedelic journey rather than focusing only on the dosing day.
Foundations and context
The program introduces the history and contemporary development of psychedelics, alongside the pharmacology and therapeutic potential of psilocybin.
Participants also consider how the field is evolving, including emerging treatments, changing regulation and developments involving substances such as MDMA.
This wider context helps practitioners understand both the possibilities of psychedelic care and the questions, responsibilities and uncertainties that continue to shape the field.
Screening and intake
Safe practice begins before someone enters a non-ordinary state of consciousness.
Sessions explore suitability, contraindications, risk factors and the responsibilities involved in making careful, ethical decisions about who may or may not be appropriate for a psychedelic experience.
Participants consider how to gather relevant information, recognise when further assessment may be needed and communicate difficult decisions with care. Screening is approached not as a box-ticking exercise, but as an ongoing process of understanding the individual, their circumstances and the support available around them.
Ethics, consent and boundaries
Ethics, consent and boundaries are foundational to creating safe spaces for psychedelic work to unfold.
Non-ordinary states can increase vulnerability, emotional openness and reliance on the people providing support. Practitioners therefore need to recognise the power they hold, communicate clearly and create agreements that protect each participant’s autonomy, dignity and wellbeing.
The program explores informed and ongoing consent, professional and relational boundaries, therapeutic touch, confidentiality, scope of practice and the dynamics of transference and projection.
Participants are also encouraged to examine their own motivations, assumptions and relational patterns. Creating safety depends not only on the agreements a practitioner puts in place, but on the awareness, integrity and accountability they bring into the room.
Preparation and intention
Preparation helps create the psychological, relational and practical conditions for an experience to unfold safely.
Participants learn how to discuss expectations, explore intentions, establish agreements and prepare people for uncertainty without trying to control what the experience should become.
Preparation also involves building trust and helping someone understand how they can communicate their needs, preferences and boundaries throughout the process.
Rather than promising a particular outcome, practitioners learn how to support openness while remaining realistic about the unpredictability of psychedelic experiences.
The dosing experience
The program examines the structure of a dosing day, the role of music and the qualities required to support someone through changing emotional, psychological and somatic states.
Participants consider how the physical environment, relational atmosphere and presence of the facilitation team can influence an experience.
Rather than teaching a rigid protocol, we encourage practitioners to develop attentiveness, discernment and an ability to respond to the individual in front of them. This includes recognising when support may be needed, when more space may be helpful and how to remain grounded when an experience becomes intense.
Responding to challenging experiences
Fear, emotional flooding, dissociation, looping, projection and confusion can all emerge during psychedelic experiences.
Participants consider how to respond calmly and proportionately, when to intervene, when to allow an experience to unfold and how to remain regulated when the person they are supporting is struggling.
The focus is not on suppressing difficult material or forcing someone towards reassurance. Instead, practitioners learn how to reduce unnecessary stimulation, support orientation and connection, and respond in ways that protect safety without taking control of the experience.
These sessions also explore the importance of teamwork, escalation and knowing when a situation exceeds a practitioner’s competence or scope.
Integration and ongoing care
Integration is not an attempt to force an immediate explanation or meaning onto an experience.
The program considers both immediate and prolonged integration, helping practitioners support expression, reflection and the gradual translation of insights into everyday life.
Participants explore conversational, relational, somatic and creative approaches that can help someone remain connected to what emerged without prematurely turning it into a fixed story.
Integration also involves recognising when additional or specialist support may be needed. Practitioners consider continuity of care, appropriate referral and the responsibilities that can continue long after the dosing experience itself has ended.
Exploring different therapeutic perspectives
The Education Module introduces several approaches that inform ETI’s work, including:
Constellations and the ETI Method
Psychodrama
Internal Family Systems
Relational and embodied practice
These approaches are not presented as scripts to apply mechanically. Instead, they offer different ways of understanding inner experience, relationship, protection, conflict and change.
Throughout the program, participants are encouraged to consider how these perspectives connect with their own training, professional background and scope of practice.
The intention is not to make every participant the same kind of practitioner. It is to help each person develop a broader set of perspectives while remaining grounded in their own competence, responsibilities and way of working.
Learning through intervision
The module is intentionally more participatory than a traditional lecture series.
Teaching is combined with:
Intervision sessions
Role-playing
Breakout discussions
Case-study deep dives
Scenario planning
Live questions and reflection
Intervision gives participants an opportunity to think alongside one another rather than relying solely on an expert to provide the “correct” answer.
Groups explore realistic situations, consider different ways of responding and reflect on what may be happening for both the participant and practitioner.
This builds practical judgement while encouraging curiosity, humility and an awareness of personal blind spots. It also reflects the multidisciplinary nature of the field, creating space for participants to learn from people with different professional backgrounds, lived experiences and perspectives.
Learning between sessions
Participants can continue engaging with the material between live sessions through lecture recordings, group conversations, questions and on-demand resources.
The online community also creates a place to share reflections, discuss emerging issues and remain connected with peers across the two semesters.
The expected additional workload is approximately one to two hours each week. Participants are asked to journal their learning and reflections throughout the program, culminating in a final reflective submission.
More than gaining information
Knowledge is essential, but knowledge alone does not make someone ready to support another person in a vulnerable or altered state.
The Education Module asks participants to consider not only what they know, but how they relate, how they respond under pressure and what they bring into the spaces they hope to hold.
It is an opportunity to develop practical competence while beginning a deeper process of personal and professional reflection — grounded throughout in safety, ethics, consent and care.
