The topic of psychedelics in the structure of the educational process

Specialists are trained through the acquisition of the necessary knowledge, skills, and experience.

Recently, the topic of psychedelics has been gradually integrated into the educational process in various countries around the world. This is associated with the “psychedelic renaissance” (a revival of interest in the study and use of psychedelics).

It is important to include the aspect of education in the discussion on psychedelics, as it is education that helps to gain a deeper understanding of both their effects and their potential applications. Theory and practice are the foundation for successfully mastering any profession, and the field of psychedelics is no exception.

Today, I propose to dwell in more detail on the topic of psychedelics in the structure of the educational process and how their study can become part of academic education in our country.

I want to consider what the inclusion of the topic of psychedelics in the educational process looks like, based on my own experience of studying at one of the best universities in Ukraine. Because you can talk as much as you want about how it is “de jure”, but it will not always correspond to reality. Since I graduated from the psychology department and the subject of psychology (and related fields) is closest and most understandable to me, I will consider the issue from this perspective.

I graduated from the Faculty of Psychology at Taras Shevchenko National University of Kyiv. From the very first lectures on general psychology, I fell in love with this science. Nevertheless, it was a challenge for me to find a specific niche in this huge universe.

I have always been interested in the topic of psychoactive substances. I was interested in psychopharmacology, studying the effects of various drugs. I was also interested in considering psychoactive substances in a recreational context: who, what, how, why.

When it came time to choose a topic for my first term paper, I knew that I wanted to focus on this issue. But there was one “small” problem.

We were asked to consider substances and their effects on the psyche in only two contexts: purely medical psychopharmaceuticals, such as antidepressants or antipsychotics, or psychoactive substances in the context of addiction, where the main focus was on the negative consequences of use.

I understood that I was interested in the topic of psychoactive substances. But I didn't understand that there was anything else to it besides working with addictions. At that time, I also didn't understand the negative connotation of the word “drugs”, which I now urge to be replaced with the neutral term “psychoactive substances”.

I was interested in the topic of altered states of consciousness. But no one gave me any information about the positive aspects of this phenomenon. Only addiction and its consequences, mixed with phrases like “people try it and go crazy”.

Another important point I want to draw attention to is stigmatization. For me, the most noticeable manifestation of this was the fear and shame of admitting to myself, my classmates, and teachers that I was interested in altered states of consciousness. I was afraid because I knew that if I started asking questions on this topic, I would most likely get dirty looks and a reputation as a “drug addict” instead of answers to my questions.

***

At some point, I came across a book by Albert Hofmann, the chemist who discovered LSD, called “LSD: My Problem Child”. My worldview expanded.

It turns out that it is possible to be a person with a good reputation, a person who is respected in the scientific community, and at the same time a person who talks about “drugs” without a stereotypically negative context. As I studied this issue more and more, I realized that I wanted to focus on the topic of psychedelics.

Several years passed, I finished my bachelor's degree and enrolled in a master's program. “In two years, I will become a real clinical psychologist”.

At that point, I already had experience working in a psychiatric hospital, so I understood how it worked from the inside. How could I sit on two chairs, the first being the deeply stigmatized community of Ukrainian specialists in the field of psychology and psychiatry, and the second being the study and positive application of altered states of consciousness? At that moment, I didn't know the answer, but I understood that I had to find it. I didn't want to become part of the “respectable representatives of the academic community” who completely ignore the enormous potential of altered states of consciousness, particularly those produced by the use of psychedelics And along with that, many other discoveries, choosing to remain exactly where they were placed after defending their dissertations 20 years ago.

I was lucky. One of the teachers, to whom I, being more courageous, told about my interest in the topic, told me about the Ukrainian Psychedelic Research Association (UPRA). There, for the first time, I saw in practice what I had read about in books and heard about in more scientifically advanced Western countries.

Some time passes, war breaks out, and I am in Switzerland at that moment. I decide to stay. Studies at Ukrainian universities switch to an online format. Taking advantage of the opportunity, I start attending seminars at the University of Zurich.

At Swiss universities, seminars are held in the following format: there is a list of topics, which are examined through the prism of scientific research. That is, students are given the text of a scientific article or study. During the class, this study is analyzed: the theory, methods used in collecting and processing data, and results are examined. For each study, a group of students gives a presentation, while the rest write an essay on the topic. First, the group presents the study, then there is a discussion.

Among other subjects, I attended a seminar called “Cutting edge research in cognitive psychology”. There, I chose to be part of a group that would present a study on the use of psychedelics. I don't remember exactly which article we looked at, but I clearly remember that it wasn't about “scary irreversible changes in brain structure after LSD use”. It was something about neural connectivity, definitely without any negative connotations. Just about the peculiarities of the human brain's functioning during psychedelic use and their potential application in psychology and medicine.

The presentation went very well, and the discussion was very interesting. That's how it should be here, and I'm not just talking about psychedelics. Any topic should be raised, objectively considered, and discussed.

***

Over the past two semesters, master's students at the Faculty of Psychology of Taras Shevchenko National University of Kyiv have had the opportunity to attend a course entitled “Psychology of Altered States of Consciousness”. This course is the result of a personal initiative by one of the teachers, which he successfully brought to life. It is worth noting that the course explores not only “artificial” altered states of consciousness (caused, for example, by the use of psychoactive substances), but also “natural” states, such as sleep or falling in love. The course also raises the topic of using altered states of consciousness “for oneself”.

The course is primarily educational in nature. In particular, it aims to differentiate between psychoactive substances. It shows that these substances are not limited to stereotypes such as “eat it and die”. It explains to students the possible risks and benefits, as well as important nuances, such as safety issues in research and practical activities, and how these substances can be used. The main idea is that altered states of consciousness are not always a negative phenomenon. They can also be used for recovery (for example, restoring normal mental functioning in PTSD).

Student feedback on this course is mostly positive. The topic is innovative for Ukrainian universities, so it is not surprising that such a subject arouses curiosity and interest, as it touches on both scientifically significant and socially important aspects of psychoactive substances and altered states of consciousness. Unfortunately, this course is only available to master's students; there are no similar subjects in the bachelor's program yet.

But it is worth remembering that any major change always begins with the first cautious steps. The fact that such a course has already been introduced at one of Ukraine's leading universities inspires optimism.

Science does not stand still. In my opinion, one of the best qualities that specialists and scientists can have is curiosity about new things and a desire to deepen their existing knowledge. The presence of taboo topics in the educational space is a problem.

It is much easier to have a smooth discussion when there is no sense of “forbidden fruit” and no prejudices. Then it is much easier to understand. And it is even possible to come to the conclusion that something is “bad”. But this will be a more or less objective observation of reality, rather than “orders from above on how to think”.

If something (in our case, psychedelics) is overly demonized, viewed only from the perspective of “this is absolutely bad”, then a natural feeling arises that something is wrong here. Especially when it's not something like “it's better not to stick a knife into a socket”.

***

Is a hammer bad?
It depends on how you look at it.
If you hit your finger with it, then probably yes.
A hammer is unlikely to inspire admiration. But what if you use it for its intended purpose? For example, to hammer in nails and hang a shelf for your favorite books.  

Unfortunately, we are now seeing how, due to a few negative incidents where someone hit themselves with a hammer, this tool has been banned. It is considered so dangerous that it is not even mentioned in neutral conversations. And people continue to hammer nails with antidepressants and a screwdriver (which is great for screwing in screws), but not the most effective tool for hammering nails.

***

Psychedelics are not a toy. Nor are they a magic pill.

But they are an effective tool that can be used in cases where traditional methods do not work (for example, in the fight against treatment-resistant depression).

This in no way devalues classical psychotherapy or psychopharmacology as we know it today.

But consciously refusing to even try to learn how to use a new (or not so new) method indicates a resistance to change, which is definitely not the best trait for those who strive for development and success.

First of all, I would like to note that I do not intend to contrast the West with Ukraine, saying that “everything is right in the West, but not here”. However, there is nothing wrong with learning from the experience of others, looking at their successful cases, and adopting something useful.

In the US, Canada, the UK, the Netherlands, and many other countries, courses are offered where the main topic is psychedelics. The study of relevant research is included in the curriculum for psychologists, doctors, and future specialists in other professions that are closely related to the human psyche. Discussions are underway about the role of scientifically based “anti-drug” education in schools.

Scientific conferences on psychedelics in various contexts are also held. Interestingly, such conferences are held not only by large organizations, but also by student initiatives.

We also have something to be proud of here. Ukraine recently hosted its first international scientific conference on “The Use of Psychedelic-Assisted Therapy in the Treatment of Post-Traumatic Conditions: International Experience and Prospects for Implementation in Ukraine”. This is a big step forward for our country, especially given the realities of war and the incredibly large number of people with post-traumatic stress disorder.

Of course, we need to start from the beginning. No one is talking about quickly reworking the curriculum and introducing subjects such as “Psychedelics 1.0” into the educational process from the first semester of the first year of study. And is that really necessary?

What certainly wouldn't hurt is to broaden the horizons of people studying at universities.

What could be the first step here? In my opinion, there is only one correct answer: work with teachers. Even if, right now, without any prior preparation, we made a module on psychedelics mandatory in the “Psychopharmacology” course and included psychedelic-assisted therapy in the “Fundamentals of Psychotherapy” course, the situation would not improve much, if not worsen.

Education is, apart from purely technical aspects, the laying of the foundation for the perception of a particular field. We all know from school that there is nothing worse than a teacher or lecturer who is not interested in their own subject. At the very least, this does not help to generate interest in the subject itself. At worst, it creates aversion to it.

We need to talk about psychedelics and psychedelic-assisted therapy. First, we need to talk to those who don't know yet but would be interested in learning. Then we need to talk to those who know (something) but have a lot of prejudices (including due to insufficient information).

We need to talk honestly and openly, considering not only the advantages but also the disadvantages; looking not only at successful cases but also at possible difficulties and problems. This is how curiosity and trust are formed.

Summing up, we can say that things are not so bad after all. Fortunately, our country is becoming more and more open to new ideas, getting rid of the stigma and prejudices inherited from the Soviet Union regarding psychoactive substances and altered states of consciousness. We just need to keep moving forward. Toward victory, toward a “happy Ukraine of the future” and toward making Ukrainian education prestigious and desirable throughout the world.