Experiential Learning and Self-Determination Theory
Those who are coming to psychedelic-assisted therapy as therapists or clients are predominantly self-directed learners who have chosen, for their own reasons, to engage in this work. They are not mandated to study psychedelic-assisted therapy, and this is important because, for adults, intrinsic motivation is considered a necessary factor for optimal learning (Knowles, 1988).
Those choosing to engage with psychedelics at a particular point in time are doing so presumably because it is congruent with where they are in their personal and professional lives. This is critical for therapists to understand. For both themselves and their clients to enhance the likelihood of positive outcomes, it is important that they are interested, motivated, and the time is right (Knowles, 1988).
Note
There is evidence to show that experiential learning has a positive effect with respect to the learner’s perception about learning as well as the actual learning process itself, particularly when learning is to be applied (Burch, et al., 2014). However, the literature is mixed on the effectiveness of this approach. For some, minimal instruction may not be as helpful as the provision of more direct teaching. This ultimately depends upon the individual learner’s experience and preferences. Becoming a psychedelic-assisted therapist is both an experiential and conceptual process because learning is often top-down and conceptual, and psychedelic-assisted therapy requires both clients and therapists to engage in an embodied process.
Numinus has chosen to emphasize experiential learning in its trainings, such as the one you’re about to begin.
Experiential Learning
It is valuable to know that there are a number of ways adults learn. One of these is called Experiential Learning (Kolb & Fry, 1975). Psychedelic-assisted therapy is an applied program that relies heavily on experiential learning. Therapists need to understand that they are engaged in such an opportunity and that experiential learning is relevant to clients’ needs and the therapeutic process. This is partially determined by understanding client intentions and eliciting these early on in the process of psychedelic-assisted therapy.
Please ensure that you read through all slides before proceeding by using the arrow keys on your keyboard or using the navigation buttons at the bottom of each slide.
In experiential learning, in contrast to direct instruction, learners will:
-
Have a concrete experience
-
Engage in reflective observation about it
-
Then conceptualize it in a way that makes it relevant and applicable to their lives
-
Finally, actively experiment and practice what has been learned in order to integrate it into their existing knowledge, skills, and experiences.
This is a process of discovery and exploration versus the one way imparting of information to the learner by the teacher which commonly occurs in direct instruction.
Therapists are guides for clients, helping to define the context or setting for learning. In particular, these concrete experiences arise during and following the Medicine Sessions.
As much as possible, they elicit learning and insights through skillful questioning, listening, and reflections (inquiry), as we will learn throughout the course. This enables clients to engage in reflective observation.
The Integration period of psychedelic-assisted therapy facilitates abstract conceptualization to assist the client to cognitively and emotionally process, embody, and apply to daily life what is being learned.
The active experimentation period is part of integration and beyond. This is when it is hoped that the client will actively apply the learnings and insights from the therapeutic encounters (pre-, during, post- Medicine Sessions). Such active experimentation will likely involve engaging in behaviours or actions that are directly linked to intentions, goals, and values.
Reflection
Think back to your own learning history when you may have experienced experiential learning. This could have been acquiring a new facilitation technique, completing on-the-job training, learning to cook a new recipe, or others. Did you experience all four steps of Kolb’s experiential learning theory? Consider the experience, your reflective observations, what you learned conceptually and how you applied it.
Self Determination Theory
Additional concepts derived from self-determination theory may be helpful to think about what is motivating clients to engage in psychedelic-assisted therapy. People, according to self-determination theory, have three innate psychological needs that are directly tied to health and wellbeing:
-
The need for competence
-
The need for relatedness
-
The need for autonomy
We suggest that at least part of what is happening during psychedelic-assisted therapy is helping to fulfill these needs for clients. As we will learn in Module 2, the stance of psychedelic-assisted therapy as an inner-directed form of treatment would support this view. The relationship between therapists and clients prior to, during, and following the Medicine Sessions aims to instill hope to help clients increase their competence and self-efficacy in managing their suffering and increasing well-being.
Hope as a Resource
Hope can become an internal resource and motivator for change for those who suffer from mental disorders and addictions (Russinova, 1999). A hopeful stance by therapists models an attitude for clients that, if they can internalize it, will motivate them toward their own growth and wellbeing (autonomy). Holding these psychological concepts and the value of instilling hope in mind promotes relatedness and connection for the client to themselves and others. Therapists are there to enhance the client’s ability to make use of their internal and external resources in the service of their health, thus meeting the needs outlined in self-determination theory.