Development of a digital intervention for psychedelic preparation (DIPP)

Abstract

Psychedelic substances induce profound alterations in consciousness. Careful preparation is therefore essential to limit adverse reactions, enhance therapeutic benefits, and maintain user safety. This paper describes the development of a self-directed, digital intervention for psychedelic preparation. Drawing on elements from the UK Medical Research Council (MRC) framework for developing complex interventions, the design was informed by a four-factor model of psychedelic preparedness, using a person-centred approach. Our mixed-methods investigation consisted of two studies. The first involved interviews with 19 participants who had previously attended a 'high-dose' psilocybin retreat, systematically exploring their preparation behaviours and perspectives on the proposed intervention. The second study engaged 28 attendees of an ongoing psilocybin retreat in co-design workshops, refining the intervention protocol using insights from the initial interviews. The outcome is a co-produced 21-day digital course (Digital Intervention for Psychedelic Preparation (DIPP)), that is organised into four modules: Knowledge-Expectation, Psychophysical-Readiness, Safety-Planning, and Intention-Preparation. Fundamental components of the course include daily meditation practice, supplementary exercises tied to the weekly modules, and mood tracking. DIPP provides a comprehensive and scalable solution to enhance psychedelic preparedness, aligning with the broader shift towards digital mental health interventions.

Keywords: Co-design; Digital intervention; Meditation; Person-centred; Psilocybin; Psychedelic preparedness; Psychedelic therapy; Psychedelics; Qualitative.

Figure 1

Thematic structure and corresponding activities. Panel A delineates the four main themes and their corresponding subthemes. Panel B presents bar charts illustrating the activities associated with each theme/subtheme.

Figure 2

Frequency of participant responses in four domains. (A) Effective psychedelic preparation strategies, (B) reported hurdles in psychedelic preparation, (C) anticipated strategies for future psychedelic experiences, and (D) areas requested for additional guidance. For ‘Conversations’: ^awith experts, ^bwith experienced others, and ^c with family/friends.

Figure 3

Participant preferences. (A) Pie chart showing perceived applicability of a psychedelic preparation intervention (the numbers in the rings refer to the number of participants endorsing each of the three responses). (B) Bar chart displaying components recommended for inclusion in the intervention (note: participants could endorse > 1 component). (C) Bar chart displaying components recommended for exclusion from the intervention. (D) Stacked horizontal bar chart displaying delivery mode preferences among participants. (E) Box plots displaying structural preferences, in terms of course duration in days (bottom axis) and time commitment in minutes per day (top axis).

Figure 4

Structure and thematic modules of DIPP. The intervention comprises four primary thematic modules: Knowledge-Expectation (KE) from day 1–7, Psychophysical-Readiness (PR) from day 8–14, and Safety-Planning (SP) from day 15–21, with a concurrent Intention-Preparation (IP) module spanning across the entire period. Each week includes a selection of module specific activities. Each day includes guided meditation sessions and a brief daily mood assessment. ^aAims to deepen participants’ knowledge of psychedelics and their potential effects and outcomes. ^bAims to equip participants with tools and techniques to optimise mental and physical readiness for the psychedelic experience. ^cAims to create a secure environment for psilocybin administration and to facilitate effective post-session integration. ^dAims to guide participants in defining their motivations and setting clear intentions for psychedelic use.

Figure 5

Screenshots of DIPP.