ILP Practice Taxonomy

This taxonomy defines Integral Life Practice (ILP) categories, taxonomy dimensions, progression ladders, fallback alternatives, and safety constraints for implementation in learning pathways and curriculum design.

Canonical references:

1. Practice Families Overview

Family	Primary Aim	Typical Formats	AQAL Primary Quadrant
Body	Regulation, vitality, embodiment	Breathwork, mobility, posture resets, walking practice	It (Upper-Right)
Somatic	Interoceptive awareness, nervous system regulation, embodied presence	Grounding, body scan, breath awareness, co-regulation	I / It (Upper-Left + Upper-Right)
Mind	Attention and cognition	Focus drills, bias checks, metacognitive journaling	I (Upper-Left)
Spirit/Meaning	Perspective widening and meaning coherence	Contemplative sits, gratitude, values reflection	I (Upper-Left)
Shadow	Projection awareness and integration	Trigger logs, role reversal, parts dialogue	I / We
Ethics	Values-in-action and responsibility	Dilemma analysis, commitment contracts	We (Lower-Left)
Relationships	Empathy and conflict skill	Dialogue protocols, feedback exchange	We (Lower-Left)
Service	Contribution beyond self-interest	Community projects, mentorship micro-actions	Its (Lower-Right)
Emotional	Affective differentiation and regulation	Emotion journalling, body tracking, conversational labelling, cognitive reappraisal	I (Upper-Left)
Interpersonal	Relational skill and connection quality	Dialogue protocols, partner exercises, self-audit, written repair	We (Lower-Left)

2. Taxonomy Dimensions

All practices are described along five standard dimensions.

Dimension	Allowed Values
Duration band	Short (3–5 min), Medium (10–15 min), Long (20–30 min), Extended (30+ min)
Intensity	Low, Moderate, High
Mode	Solo, Pair, Group, Facilitated
Evidence type	Self-report, peer feedback, performance artifact, facilitator observation
Risk profile	Low, Medium, Elevated

2.1 Body

Dimension	Values
Duration bands	Short (3–5 min): micro-resets, breath anchors; Medium (10–15 min): mobility flows, walking practice; Long (20–30 min): yoga, structured movement
Intensity levels	Low: seated breath or gentle stretch; Moderate: sustained movement or bodyweight sequence; High: vigorous aerobic or advanced postural work
Contraindications	Recent injury or surgery; chronic pain without practitioner guidance; cardiovascular contraindications for high-intensity formats
Setup requirements	Quiet space with room to move; comfortable clothing; no equipment required for Low/Medium; mat recommended for Long

2.1b Somatic

Definition: Practices that develop interoceptive awareness, nervous system regulation, and embodied presence — distinct from Body practices (physical conditioning) and Mind practices (cognitive reflection). The somatic line is the infrastructure all other developmental lines rest on.

Dimension	Values
Duration bands	Short (2–5 min): grounding, single breath exercise; Medium (10–15 min): body scan, progressive relaxation; Long (20–30 min): full somatic practice session with integration time
Intensity levels	Low: seated check-in (name one sensation); Moderate: guided body scan or movement-based regulation; High: trauma-adjacent material, partner co-regulation, or extended interoceptive tracking
Contraindications	Active trauma history without practitioner support; dissociation or depersonalisation patterns; body-image disorders; recent somatic practice-related destabilisation. Label these practices as facilitator-recommended minimum (Tier 2).
Setup requirements	Quiet space with option to sit or lie down; comfortable, non-restrictive clothing; facilitator present for Tier 2 practices; grounding resources immediately accessible
Stage/Tier requirements	Tier 1 (solo-safe): grounding, breath awareness (without prescribed ratios — see SAFE-03), naming one body sensation. Tier 2 (facilitator-recommended minimum): body scan, progressive relaxation, co-regulation partner exercise. Tier 3 (facilitator-required): trauma-adjacent somatic work, extended interoceptive tracking with history of dissociation.
Practice catalogue	Grounding (feet on floor, name 5 things visible, slow breath); Breath awareness (notice natural breath rhythm, no prescribed counts); Body scan (guided, region-by-region — see SOM-01 Practice section); Movement-based regulation (gentle shaking, stretching, walking meditation); Co-regulation practice (partner breathing, shared grounding — facilitator present for initial sessions)
Cross-references	Somatic Line Overview (SOM-01); Shadowwork Safety Standard; SAFE-03 (no prescribed breath-count ratios)

2.2 Mind

Dimension	Values
Duration bands	Short (3–5 min): single-focus drill, bias prompt; Medium (10–15 min): metacognitive journal, systems mapping; Long (20–30 min): in-depth reflection or argument analysis
Intensity levels	Low: reading or single-prompt response; Moderate: multi-step analysis or debate review; High: extended cognitive reframing or belief examination
Contraindications	Acute cognitive overload or burnout states; neurological conditions affecting sustained attention (modify pacing, do not exclude)
Setup requirements	Quiet environment; writing surface or digital note space; distraction-free window

2.3 Spirit/Meaning

Dimension	Values
Duration bands	Short (3–5 min): gratitude noting, values word; Medium (10–15 min): contemplative sit, loving-kindness; Long (20–30 min): extended sit, nature immersion, meaning mapping
Intensity levels	Low: informal gratitude or appreciation; Moderate: structured contemplative sit with breath focus; High: open-awareness sit, inquiry practices, extended silence
Contraindications	Acute anxiety or panic history (modify high-intensity entry; begin with eyes-open or movement-based forms); dissociative tendencies (require facilitator guidance for High); recent significant loss (offer grief-adapted alternatives)
Setup requirements	Comfortable seated position; optional timer or guidance audio; limited external distraction; written reflection prompt available

2.4 Shadow

Dimension	Values
Duration bands	Short (3–5 min): trigger noting, reactive emotion log; Medium (10–15 min): trigger pattern journaling, projection check; Long (20–30 min): structured parts dialogue, role reversal
Intensity levels	Low: noticing and naming a reactive emotion without exploration; Moderate: structured journaling to identify projection or assumption; High: active parts dialogue, role-reversal, or inner critic confrontation
Contraindications	Active trauma response or crisis state; unmanaged PTSD symptoms; no active support system; inability to self-regulate during reflective activities
Setup requirements	Private, safe physical environment; written prompt sheet; grounding script on hand; facilitator access for Moderate/High; explicit consent completed before practice

2.5 Ethics

Dimension	Values
Duration bands	Short (3–5 min): single-value check-in; Medium (10–15 min): dilemma analysis; Long (20–30 min): commitment contract, stakeholder impact mapping
Intensity levels	Low: personal values recall; Moderate: structured ethical dilemma analysis; High: live commitment declaration or accountability partnership
Contraindications	Contexts with active interpersonal conflicts that require mediation beyond peer scope; high-stakes legal or employment situations (defer to qualified guidance)
Setup requirements	Scenario prompt or real-life dilemma description; writing space; optional partner for accountability formats

2.6 Relationships

Dimension	Values
Duration bands	Short (3–5 min): appreciation or acknowledgment exchange; Medium (10–15 min): structured dialogue or feedback session; Long (20–30 min): interpersonal repair protocol, perspective-taking exercise
Intensity levels	Low: one-way appreciation or written reflection on a relationship; Moderate: structured dialogue with a partner using an agreed protocol; High: conflict repair or difficult conversation with facilitator framing
Contraindications	Active abusive or unsafe relationships (refer to qualified support, do not use platform practices as substitute); power imbalances that undermine voluntary participation
Setup requirements	Willing partner or peer; agreed dialogue ground rules; optional facilitator presence for High-intensity formats; private or semi-private environment

2.7 Service

Dimension	Values
Duration bands	Short (3–5 min): micro-action planning (identify one contribution); Medium (10–15 min): mentorship exchange or community contribution reflection; Long (20–30 min): community project session or service learning debrief
Intensity levels	Low: planning a small contribution; Moderate: completing a defined service task and reflecting; High: sustained community role or public commitment
Contraindications	Overextension or burnout risk—learners in high-demand life circumstances should start at Low; avoid high-stakes public commitments without adequate preparation
Setup requirements	Identified contribution context; reflection prompt; optional partner or community group; Low intensity requires no external resources

2.8 Emotional

Definition: Practices that develop affective differentiation, emotional vocabulary, regulation capacity, and the ability to use emotional data as information rather than interference. The Emotional line is distinct from the Somatic line (body-based awareness) and the Relationships family (interpersonal skill) — it targets the interior capacity to name, understand, and modulate emotional experience.

Dimension	Values
Duration bands	Short (3–5 min): emotion wheel check-in, single reappraisal; Medium (10–15 min): structured journalling (ABC chain), body scan for emotional data; Long (20–30 min): extended journalling, multi-session emotion pattern tracking
Intensity levels	Low: naming emotions from a wheel without exploration; Moderate: structured journalling with cause-and-effect analysis or body-based tracking; High: real-time affect labelling during emotionally charged conversation or extended somatic tracking
Contraindications	Active trauma history without practitioner support (somatic emotion tracking rises to Tier 2); dissociation or depersonalisation patterns (avoid body-based tracking without facilitator); recent emotional destabilisation during reflective practice; Alexithymia spectrum — start with emotion wheel only, do not push body-based formats
Setup requirements	Quiet, private environment for journalling practices; emotion wheel or vocabulary list accessible; writing surface or digital note space; facilitator present for Tier 2 somatic tracking; grounding resources immediately accessible
Stage/Tier requirements	Tier 1 (solo-safe): emotion wheel journalling, ABC chain analysis, reappraisal micro-practice, affect labelling in low-stakes conversation. Tier 2 (facilitator-recommended): somatic emotion tracking (body scan for emotional data) — per Emotional & Interpersonal Safety Addendum, body-focused attention can activate body-held trauma.
Practice catalogue	Emotion wheel journalling (daily, 5–10 min); ABC chain analysis (Activating event → Belief → Consequence, 10–15 min); Reappraisal micro-practice (real-time cognitive reframe, 3–5 min); Somatic emotion tracking (body scan for emotional location/quality, 10–15 min, Tier 2); Affect labelling in conversation (naming affect during live dialogue, low intensity)
Cross-references	Emotional Line Stage Map; Emotional Line Overview & Orientation (EI-01); Emotional Granularity (EI-02); Emotional Appraisal & Meaning-Making (EI-05); Emotional Intelligence & the Somatic Line (EI-06); Emotional & Interpersonal Safety Addendum

2.9 Interpersonal

Definition: Practices that develop relational skill — perspective-taking accuracy, attuned listening, conflict navigation, repair capacity, and the ability to maintain contact across meaningful difference. The Interpersonal line is distinct from the Relationships family, which focuses on empathy and conflict skill as general competencies; Interpersonal practices target the developmental line specifically, with stage-appropriate progression and Kegan-informed structural awareness.

Dimension	Values
Duration bands	Short (3–5 min): perspective check (verify one assumption about another's experience); Medium (10–15 min): structured listening exercise, Four Horsemen self-audit; Long (20–30 min): cross-difference dialogue, full repair protocol drafting
Intensity levels	Low: solo reflective audit or perspective check; Moderate: structured partner listening or written repair drafting; High: live cross-difference dialogue or facilitated repair conversation
Contraindications	Active abusive or unsafe relationships (refer to qualified support; platform practices are not a substitute); power imbalances that undermine voluntary participation (e.g., supervisor-subordinate dyads in workplace settings); active relational trauma without support system; recent interpersonal crisis without stabilisation period
Setup requirements	Willing partner or peer for dialogue practices; private or semi-private environment; agreed ground rules for partner exercises; facilitator present for Tier 2 cross-difference dialogue; solo audit practices require only reflection prompt and writing space
Stage/Tier requirements	Tier 1 (solo-safe): perspective accuracy verification, Four Horsemen self-audit, NVC repair attempt drafting (written only). Tier 2 (facilitator-recommended): PACE attunement listening (partner exercise — attachment-related distress risk), cross-difference dialogue (identity threat/minority stress risk) — per Emotional & Interpersonal Safety Addendum.
Practice catalogue	Perspective accuracy verification (check assumption against partner's actual experience, 3–5 min); PACE attunement listening (Playful-Accepting-Curious-Empathic, 10–15 min, Tier 2); Four Horsemen self-audit (criticism/contempt/defensiveness/stonewalling review, 10–15 min); NVC repair attempt drafting (Observation-Feeling-Need-Request format, 15–20 min); Cross-difference dialogue (structured dialogue across identity difference, 20–30 min, Tier 2)
Cross-references	Interpersonal Line Stage Map; Interpersonal Line Overview & Orientation (EI-08); Perspective-Taking & Empathic Accuracy (EI-09); Relational Repair & Conflict Navigation (EI-10); Cross-Difference Dialogue & Trust-Building (EI-11); Emotional & Interpersonal Safety Addendum

3. Progression Ladders and Fallback Alternatives

Each ladder covers Levels 1–4 (Beginner → Advanced). Criteria for advancing between levels are explicit. Fallback alternatives are provided for learners with constraints.

3.1 Body

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Foundation	No prior somatic practice needed	3-min seated breath reset, gentle neck rolls	Somatic awareness
2	Consistent Mover	Completed Level 1 practices for 5+ sessions	10-min walking meditation, basic mobility flow	Somatic + Emotional regulation
3	Embodied Practitioner	Consistent 10-min practice for 3+ weeks	20-min yoga or bodyweight sequence, breath-body linking	Somatic + Cognitive integration
4	Integrated Practice	Spontaneous somatic self-regulation reported	30-min vigorous movement, advanced postural or aerobic work	Somatic + Interpersonal presence

Criteria for advancing: Demonstrate the target practice independently for 5+ sessions before progressing. Self-reported skill and reflection artifact required.

Fallback alternatives: Learners with mobility limitations use seated or reclined breath-based practices at any level. Reduce duration before intensity.

3.1b Somatic

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Body-Aware	No prior practice needed	Grounding (feet on floor, slow breath, name 5 things visible); name one body sensation	Somatic awareness
2	Self-Regulating	Completed Level 1 for 5+ sessions; can identify regulation state (regulated/hyper/hypo)	Guided body scan (10 min); breath awareness without prescribed ratios; gentle movement-based regulation	Somatic + Emotional regulation
3	Somatically Integrated	Consistent body scan practice for 3+ weeks; uses body signals during decisions	Progressive relaxation; interoceptive tracking during conversation; co-regulation with partner	Somatic + Cognitive + Interpersonal
4	Embodied Facilitator	Spontaneous somatic self-regulation; teaches or designs body-informed protocols	Leading group grounding; designing body check-in protocols; evaluating participant somatic change	Somatic + Facilitation + Systemic design

Criteria for advancing: Demonstrate target practice independently for 5+ sessions at Current Level. Facilitator present for Level 3+ partner practices.

Fallback alternatives: Learners with trauma history use grounding only at Level 1; progress to body scan only with facilitator present. No prescribed breath-count ratios at any level (per SAFE-03). Reduce duration before intensity; stop if dissociative response occurs.

3.2 Mind

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Awareness Starter	No prior metacognitive training needed	Single-prompt thought log, one cognitive bias named	Cognitive awareness
2	Pattern Recognizer	Completed 3+ Level 1 reflections	Weekly bias journal, simple systems map sketch	Cognitive + Metacognitive
3	Critical Analyst	Demonstrated consistent journaling with evidence	Structured argument analysis, multi-perspective mapping	Cognitive + Moral reasoning
4	Integrative Thinker	Applies multiple frameworks spontaneously	Extended belief examination, cross-domain reasoning task	Cognitive + Interpersonal

Criteria for advancing: Submit at least one reflection artifact showing the new skill before progressing. Facilitate peer review at Levels 3–4.

Fallback alternatives: For learners with cognitive fatigue, allow audio-prompt responses instead of written reflection. Reduce prompt complexity rather than skipping the practice.

3.3 Spirit/Meaning

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Meaning Noticer	No prior contemplative experience needed	3-min gratitude noting, values word selection	Spiritual/Meaning
2	Contemplative Beginner	Completed 3+ Level 1 practices	10-min guided breath sit, loving-kindness reflection	Spiritual + Emotional
3	Regular Practitioner	Consistent 10-min sits for 2+ weeks	20-min unguided sit, values-in-action mapping	Spiritual + Cognitive
4	Inquiry Practitioner	Self-sustained sitting practice	Extended open-awareness sit, self-inquiry, nature immersion	Spiritual + Interpersonal presence

Criteria for advancing: Reflection journal entry demonstrating quality of attention before progressing. For Level 4, facilitator check-in recommended.

Fallback alternatives: For learners with anxiety or high cognitive arousal, use walking or movement-based contemplative forms (eyes open, gentle pace) instead of seated silence. Eyes-open sitting (soft gaze, upright posture, no closed-eye instruction) is also an appropriate lower-intensity alternative at any level. Loving-kindness reflection (silently directing goodwill phrases toward self and others) is lower intensity than open-awareness sits and suitable for most Level 2 learners.

3.4 Shadow

[HUMAN-REQUIRED] Safety boundaries for this ladder must be reviewed and approved by a qualified SME before use in live cohorts. See Shadowwork Safety Standard.

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Aware Observer	Completed baseline regulation practice; explicit consent given	Reactive emotion log (name + situation only), trigger frequency noting	Emotional + Cognitive
2	Pattern Investigator	Consistent Level 1 practice for 1+ week; self-regulation skill demonstrated	Projection check journal (who irritates me and what it might reflect), assumption mapping	Emotional + Interpersonal
3	Parts Explorer	Demonstrated stable self-observation at Level 2; distress check passed	Structured parts dialogue (written), role-reversal thought experiment	Emotional + Moral
4	Integration Practitioner	Facilitator approval; sustained stability across Level 3 practices	Active inner-critic negotiation, interpersonal repair using shadow insight	Emotional + Interpersonal + Moral

Criteria for advancing: Distress check-in required before each level transition. Level 3–4 transitions require facilitator review. Stop rules apply at all levels.

Fallback alternatives:

If Level 2 produces destabilization: return to Level 1 trigger noting only.
If Level 3 is inaccessible: substitute with cognitive reframing (Mind family) until regulation is stable.
Always offer sensory grounding as an exit from any shadow practice.

Stop rules: Stop immediately if escalating panic, dissociation, inability to orient, or risk expression to self or others is present. Refer to Shadowwork Safety Standard.

3.5 Ethics

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Values Identifier	No prerequisites	Personal values list, single-value check-in	Moral awareness
2	Dilemma Analyst	Completed 2+ Level 1 practices	Structured ethical dilemma analysis, stakeholder identification	Moral + Cognitive
3	Commitment Practitioner	Demonstrated dilemma analysis with documented reasoning	Commitment contract with accountability partner, values-action gap audit	Moral + Interpersonal
4	Ethical Leader	Active accountability partnership for 4+ weeks	Community dilemma facilitation, ethical policy analysis	Moral + Interpersonal + Systems

Criteria for advancing: Completed written artifact demonstrating the skill before progressing. Level 3–4 requires peer or facilitator acknowledgment.

Fallback alternatives: Learners uncomfortable with partner formats use solo written commitment at Level 3. Scale community scope down at Level 4 for those with limited community access.

3.6 Relationships

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Appreciation Practitioner	No prerequisites	Written appreciation or gratitude to another person, acknowledgment note	Interpersonal + Emotional
2	Active Listener	Completed 2+ Level 1 practices	Structured listening exercise, reflective response practice	Interpersonal + Cognitive
3	Dialogue Partner	Demonstrated listening skills across 2+ sessions	Full structured dialogue protocol with a peer, perspective-taking exercise	Interpersonal + Moral
4	Repair and Renewal	Stable Level 3 skill; willing partner present	Difficult conversation protocol, interpersonal repair sequence	Interpersonal + Moral + Emotional

Criteria for advancing: Partner confirmation of experience quality required at Levels 3–4. Facilitator framing available but not required at Level 3; recommended at Level 4.

Fallback alternatives: For learners without an available partner, use written perspective-taking exercises or recorded dialogue review at Levels 2–3. Reduce scope of repair at Level 4 rather than skipping entirely.

3.7 Service

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Contribution Planner	No prerequisites	Identify one micro-contribution; write what, where, when	Moral + Systems awareness
2	Active Contributor	Completed at least one Level 1 contribution	Complete a defined service task; reflect on impact	Moral + Interpersonal
3	Consistent Servant	Sustained contributions for 3+ weeks	Mentorship exchange, ongoing community role	Moral + Interpersonal + Cognitive
4	Systems Change Agent	Demonstrated sustained service commitment	Community project leadership, public advocacy action	Moral + Systems + Interpersonal

Criteria for advancing: Reflection artifact documenting the contribution and learning before progressing.

Fallback alternatives: For learners with time or capacity constraints, reduce contribution scope at all levels rather than skipping. Solo reflection on contribution opportunities is a valid Level 1 starting point.

3.8 Emotional

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Emotion-Aware	No prior emotional literacy training needed	Emotion wheel journalling (daily, 5–10 min): name 2–3 emotions from wheel, note context	Emotional awareness
2	Emotionally Literate	Completed Level 1 journalling for 5+ sessions	ABC chain analysis (10–15 min): Activating event → Belief → Consequence; Reappraisal micro-practice (3–5 min): real-time cognitive reframe	Emotional + Cognitive
3	Self-Regulating	Consistent Level 2 practice for 3+ weeks; can identify regulation state	Somatic emotion tracking (10–15 min, Tier 2 — facilitator recommended); Affect labelling in conversation	Emotional + Somatic + Interpersonal
4	Emotionally Facilitative	Spontaneous emotional regulation across contexts; demonstrated ability to hold emotional complexity	Designing emotion-informed practices for self or groups; co-regulation facilitation; teaching emotion vocabulary to peers	Emotional + Facilitation + Systemic design

Criteria for advancing: Demonstrate target practice independently for 5+ sessions at current level. Level 3 requires facilitator presence for somatic tracking. Level 4 requires documented facilitation experience or peer feedback on emotional leadership.

Fallback alternatives: For learners with trauma history, use emotion wheel journalling only at Level 1; progress to body-based tracking (Level 3) only with facilitator present. If somatic tracking produces destabilisation, substitute with cognitive reappraisal (Level 2) until regulation is stable. Always offer grounding as an exit from body-based emotional practices.

3.9 Interpersonal

Level	Name	Criteria to Enter	Example Practices	Developmental Line Focus
1	Relational Observer	No prerequisites	Perspective accuracy verification: check one assumption about another's experience (3–5 min)	Interpersonal + Cognitive
2	Skill Builder	Completed 5+ perspective checks; demonstrated basic self-observation	Four Horsemen self-audit (10–15 min): review recent conflict for criticism, contempt, defensiveness, stonewalling	Interpersonal + Emotional + Cognitive
3	Dialogue Practitioner	Consistent Level 2 practice for 3+ weeks; willing partner available (or facilitator-facilitated)	PACE attunement listening (10–15 min, Tier 2); NVC repair attempt drafting (15–20 min); Cross-difference dialogue (20–30 min, Tier 2)	Interpersonal + Moral + Emotional
4	Relational Facilitator	Sustained Level 3 practice across multiple partners; facilitator approval	Facilitating cross-difference dialogue; designing relational practice sequences for groups; teaching repair protocols	Interpersonal + Facilitation + Systems

Criteria for advancing: Partner confirmation of experience quality required at Level 3 (for dialogue practices) and Level 4 (for facilitation). Facilitator framing recommended at Level 3; required at Level 4. Solo written alternatives accepted when no partner is available at Levels 2–3.

Fallback alternatives: For learners without an available partner, use solo written perspective-taking exercises and recorded dialogue review at Levels 2–3. For cross-difference dialogue without a facilitator, substitute with written reflection on a past cross-difference interaction until facilitator access is available. Reduce scope of repair drafting (Level 3) rather than skipping: write the NVC draft without delivery if relational safety is uncertain.

4. Safety Boundaries for Shadow and Contemplative Practices

[HUMAN-REQUIRED] This section must be reviewed and approved by a qualified SME (mental health or trauma-informed practice professional) before publication or cohort use. Copilot output is a draft for human validation only.

4.1 Shadow Practice Safety Boundaries

Boundary	Specification
Consent	Explicit informed consent required before any shadow practice begins. Consent must be renewed when advancing levels.
Tier classification	Level 1 = Tier 1 (self-guided allowed). Level 2 = Tier 1 with safety prompts. Level 3 = Tier 2 (facilitator-supervised recommended). Level 4 = Tier 3 (facilitator-led only).
Entry check	Distress check-in required at session start. Learner must report current emotional state before proceeding.
Stop rules	Escalating panic, dissociation, inability to orient, or any expression of risk to self or others requires immediate stop. Shift to grounding protocol.
Grounding menu	Breath anchor (4-count inhale, 6-count exhale), sensory orientation (5 senses named), physical movement reset (shake or walk).
Escalation path	Level 1 incidents: document and monitor. Level 2–3 incidents: notify facilitator and require follow-up check. Any crisis expression: immediate handoff to qualified human support.
Contraindications	Active trauma response or crisis state; unmanaged PTSD; no active support system; history of repeated destabilization during reflective practice without support plan.

4.2 Contemplative (Spirit/Meaning) Practice Safety Boundaries

Boundary	Specification
Anxiety and panic	Learners with history of panic attacks begin with movement-based or eyes-open contemplative forms only. Closed-eye sitting at Level 3+ only with facilitator awareness.
Dissociation	Learners with dissociative tendencies require facilitator guidance before attempting High-intensity contemplative formats. Open-awareness sits are contraindicated without qualified oversight.
Grief and loss	Offer grief-adapted alternatives (e.g., self-compassion reflection instead of extended silence) when learner discloses recent significant loss.
Spiritual emergence	If a learner reports unusual or destabilizing perceptual experiences during contemplative practice, pause immediately and refer to facilitator or qualified support. Do not encourage continuation without assessment.
Duration limits	No self-guided session at Level 1–2 should exceed 15 minutes. Extended practices at Level 3–4 require explicit readiness check.
Stop rules	Inability to return to ordinary awareness within 3 minutes of practice end; panic response; overwhelming emotional flooding.

5. Delivery Dimensions Reference

Dimension	Allowed Values
Duration band	Short (3–5 min), Medium (10–15 min), Long (20–30 min), Extended (30+ min)
Intensity	Low, Moderate, High
Mode	Solo, Pair, Group, Facilitated
Evidence type	Self-report, peer feedback, performance artifact, facilitator observation
Risk profile	Low, Medium, Elevated

6. Practice Card Template

Each practice implementation must define the following fields:

Field	Description
Practice ID	Unique identifier (e.g., ILP-BODY-001)
Family	One of: Body, Somatic, Mind, Spirit/Meaning, Shadow, Ethics, Relationships, Service, Emotional, Interpersonal
AQAL tags	Quadrant(s), Level, Line(s), State, Type notes
Duration	Short / Medium / Long / Extended
Intensity	Low / Moderate / High
Tier	1 / 2 / 3 (safety tier; applies to Shadow and Spirit/Meaning practices per Shadowwork Safety Standard; mark N/A for Body, Mind, Ethics, Relationships, and Service practices unless emotionally elevated)
Instructions	Step-by-step learner-facing directions
Reflection prompt	Open-ended prompt for post-practice journaling
Evidence capture	Method for documenting completion
Safety notes	Contraindications and stop rules specific to this practice
Fallback practice	Lower-intensity or lower-duration alternative
Escalation trigger	Condition requiring facilitator or support contact

7. Example Taxonomy Entries

Practice ID	Family	Duration	Intensity	Risk	Tier	Retrieval Hook
ILP-BODY-001	Body	Short (3–5 min)	Low	Low	1	Daily pre-module reset
ILP-BODY-003	Body	Long (20–30 min)	Moderate	Low	1	Weekly embodiment review
ILP-SOMATIC-001	Somatic	Short (2–5 min)	Low	Low	1	Pre-module grounding (feet, breath, 5 things)
ILP-SOMATIC-002	Somatic	Medium (10–15 min)	Moderate	Medium	2	Guided body scan; co-regulation with partner (facilitator present)
ILP-MIND-002	Mind	Short (3–5 min)	Low	Low	1	End-of-lesson bias prompt
ILP-MIND-004	Mind	Medium (10–15 min)	Moderate	Low	1	Weekly bias recall check
ILP-SPIRIT-001	Spirit/Meaning	Short (3–5 min)	Low	Low	1	Morning values anchor
ILP-SPIRIT-003	Spirit/Meaning	Long (20–30 min)	High	Medium	2	Post-module meaning debrief
ILP-SHADOW-001	Shadow	Short (3–5 min)	Low	Low	1	Daily emotion noting
ILP-SHADOW-002	Shadow	Medium (10–15 min)	Moderate	Medium	1	Trigger-pattern review after 72h
ILP-SHADOW-004	Shadow	Long (20–30 min)	High	Elevated	3	Facilitator-gated integration session
ILP-ETHICS-002	Ethics	Medium (10–15 min)	Moderate	Low	1	Weekly values-action audit
ILP-REL-003	Relationships	Long (20–30 min)	Moderate	Medium	2	Peer feedback comparison loop
ILP-SERVICE-001	Service	Short (3–5 min)	Low	Low	1	Weekly micro-contribution plan
ILP-EMOT-001	Emotional	Short (5–10 min)	Low	Low	1	Morning emotion wheel check-in
ILP-EMOT-002	Emotional	Medium (10–15 min)	Low–Moderate	Low	1	ABC chain after emotional activation
ILP-EMOT-003	Emotional	Short (3–5 min)	Low	Low	1	In-the-moment reappraisal shift
ILP-EMOT-004	Emotional	Medium (10–15 min)	Moderate	Medium	2	Body scan for emotion data (facilitator recommended)
ILP-EMOT-005	Emotional	Live practice	Low	Low–Medium	1	Name feelings in low-stakes conversation
ILP-INT-001	Interpersonal	Live practice	Low	Low	1	Check assumption against partner reality
ILP-INT-002	Interpersonal	Medium (10–15 min)	Moderate	Medium	2	PACE listening with partner (facilitator recommended)
ILP-INT-003	Interpersonal	Medium (10–15 min)	Moderate	Low	1	Weekly Gottman Four Horsemen audit
ILP-INT-004	Interpersonal	Medium (15–20 min)	Moderate	Medium	1	NVC repair draft after interpersonal conflict
ILP-INT-005	Interpersonal	Long (20–30 min)	Moderate–High	Medium–Elevated	2	Cross-difference dialogue (facilitator required)

7.1 Emotional Line Practice Cards

ILP-EMOT-001: Emotion Wheel Journalling

Field	Description
Practice ID	ILP-EMOT-001
Family	Emotional
AQAL tags	Quadrant: I (Upper-Left); Level: L1–L2; Lines: Emotional (primary), Cognitive (secondary); States: Reflective waking
Duration	Short (5–10 min)
Intensity	Low
Tier	1 (solo-safe)
Instructions	1. Open an emotion wheel (or list). 2. Scan recent experience (last 24 h or current moment). 3. Name 2–3 emotions from the wheel that match your experience. 4. For each emotion, note: what situation or thought preceded it? 5. Write without analysing or judging. 6. Repeat daily for at least 5 sessions.
Reflection prompt	Which emotions were easiest to name? Which were hardest? What did you notice about how emotions cluster together in your experience?
Evidence capture	Journal entry with date, emotion names, and context notes. Self-report.
Safety notes	None. Low intensity, solo-safe. If naming an emotion produces distress, pause and use grounding (feet on floor, slow breath).
Fallback practice	Use a simplified emotion list (glad, sad, afraid, angry) instead of a full emotion wheel. Reduce to 1–2 emotions.
Escalation trigger	Escalating distress that does not subside with grounding — pause practice and notify facilitator if in a supported program.
Evidence reference	Emotional Granularity (EI-02): Barrett (2017) constructed emotion theory; Kashdan, Barrett & McKnight (2015) granularity and well-being.

ILP-EMOT-002: ABC Chain Analysis

Field	Description
Practice ID	ILP-EMOT-002
Family	Emotional
AQAL tags	Quadrant: I (Upper-Left); Level: L2–L3; Lines: Emotional (primary), Cognitive (secondary); States: Reflective waking
Duration	Medium (10–15 min)
Intensity	Low–Moderate
Tier	1 (solo-safe)
Instructions	1. Recall a recent emotional activation (not a crisis-level event). 2. A — Activating event: Write what happened — facts only, no interpretation. 3. B — Belief: Write the thought or belief that linked the event to the feeling. 4. C — Consequence: Write the emotional response (name the emotion) and what you did or wanted to do. 5. Review the chain: Is the belief accurate? Is there another way to interpret the event? 6. Note any pattern across multiple chains.
Reflection prompt	Which belief in the chain surprised you? If you could revise one belief, what would it be — and how would that change the consequence?
Evidence capture	Written ABC chain with date. Self-report.
Safety notes	Avoid selecting activating events involving recent trauma, abuse, or current crisis. This is a cognitive-reflective practice, not an exposure exercise.
Fallback practice	Write only A and C (skip belief analysis) if cognitive load is high. Use a neutral or mildly positive event for first attempts.
Escalation trigger	If reviewing the activating event produces re-experiencing or inability to return to present within 5 min — stop, ground, and notify facilitator.
Evidence reference	Emotional Appraisal & Meaning-Making (EI-05): Gross (2015) process model of emotion regulation; cognitive reappraisal efficacy (Webb, Miles & Sheeran, 2012).

ILP-EMOT-003: Reappraisal Micro-Practice

Field	Description
Practice ID	ILP-EMOT-003
Family	Emotional
AQAL tags	Quadrant: I (Upper-Left); Level: L2–L3; Lines: Emotional (primary), Cognitive (secondary); States: Reflective waking / in-vivo
Duration	Short (3–5 min)
Intensity	Low
Tier	1 (solo-safe)
Instructions	1. Notice an emotional shift during your day (frustration, disappointment, anxiety). 2. Pause for 3–5 s. 3. Ask silently: "Is there another way to see this?" 4. Generate one alternate interpretation — not "positive thinking" but a plausible different framing. 5. Check: did the emotional intensity change? 6. Journal the original appraisal, alternate appraisal, and effect.
Reflection prompt	Which reappraisal produced the largest shift? Were there situations where no alternate framing felt true — and what does that tell you?
Evidence capture	Journal entry with original appraisal, alternate appraisal, and noted effect. Self-report.
Safety notes	Reappraisal is not denial. Do not use this practice to invalidate a genuine threat response or to bypass appropriate anger at injustice.
Fallback practice	Write reappraisals after the fact rather than in real time. Use only mildly activating situations.
Escalation trigger	If reappraisal produces dissociation or emotional numbing rather than regulation — stop, shift to grounding, and discuss with facilitator.
Evidence reference	Emotional Appraisal & Meaning-Making (EI-05): Gross (2015) process model; cognitive reappraisal vs. suppression meta-analysis.

ILP-EMOT-004: Somatic Emotion Tracking

Field	Description
Practice ID	ILP-EMOT-004
Family	Emotional
AQAL tags	Quadrant: I (Upper-Left) + It (Upper-Right); Level: L2–L3; Lines: Emotional (primary), Somatic (adjacent); States: Reflective waking with body awareness
Duration	Medium (10–15 min)
Intensity	Moderate
Tier	2 (facilitator-recommended)
Instructions	1. Sit comfortably in a quiet space. 2. Bring to mind a recent mild emotional experience — not a traumatic or intensely charged memory. 3. Scan your body slowly from head to feet. 4. Where does the emotion live? (chest tightness, throat constriction, stomach fluttering, shoulder tension). 5. Name the quality of the sensation: pressure, warmth, tingling, heaviness, expansion. 6. Stay with the sensation without trying to change it. 7. Note: does the sensation shift, dissolve, or stay stable? 8. End with grounding: feet on floor, three slow breaths.
Reflection prompt	What did you learn from your body that your thinking mind had not already told you? Was there a gap between the emotion you named and the sensation you found?
Evidence capture	Journal entry with emotion named, body location, sensation quality, and any shift observed. Self-report; facilitator observation for Tier 2 validation.
Safety notes	Tier 2 — Facilitator recommended. Body-focused attention can activate unprocessed trauma. Contraindicated for: active trauma history without practitioner support; dissociation or depersonalisation patterns; recent somatic practice-related destabilisation. If at any point the body sensation becomes overwhelming, STOP immediately and use grounding protocol. Do not push through intensifying sensations.
Fallback practice	Use emotion wheel journalling (ILP-EMOT-001) instead. If body scanning produces mild tension without distress, reduce scan to hands and feet only.
Escalation trigger	Rapid breathing or breath-holding; muscle rigidity; dissociative gaze; flashback or intrusive imagery; inability to re-orient to present within 5–10 min — stop, ground, notify facilitator. Per Emotional & Interpersonal Safety Addendum, refer to licensed trauma-informed clinician if pattern persists across sessions.
Evidence reference	Emotional Intelligence & the Somatic Line (EI-06): Porges (2011) polyvagal theory; interoceptive awareness and emotional regulation (Füstös et al., 2013); Emotional & Interpersonal Safety Addendum, somatic body scan trigger.

ILP-EMOT-005: Affect Labelling in Conversation

Field	Description
Practice ID	ILP-EMOT-005
Family	Emotional
AQAL tags	Quadrant: I (Upper-Left) + We (Lower-Left); Level: L2–L3; Lines: Emotional (primary), Interpersonal (adjacent); States: Reflective waking / in-vivo
Duration	Live practice (ongoing, embedded in conversation)
Intensity	Low
Tier	1 (solo-safe in low-stakes contexts)
Instructions	1. During a low-stakes conversation (with a trusted friend, partner, or colleague), practise naming your present emotion once or twice. 2. Use simple language: "I'm noticing some frustration right now" or "I feel a bit anxious about this topic." 3. Keep it brief — do not turn the conversation into a therapy session. 4. After the conversation, journal: what did you name? How did the other person respond? How did naming it change your internal experience?
Reflection prompt	What happened to the intensity of the emotion after you named it aloud? Was there a difference between naming it silently vs. aloud to another person?
Evidence capture	Journal entry with emotion named, context, and observed effect. Self-report.
Safety notes	Practise only in relationships where emotional honesty is safe. Do not use this practice with someone who has a pattern of weaponising emotional disclosure against you. Avoid high-stakes or power-imbalanced conversations.
Fallback practice	Name emotions silently to yourself in conversation without speaking them aloud. Practise first with a journal before live conversation.
Escalation trigger	If naming an emotion in conversation produces escalation from the other person, or if naming triggers shame or freeze response — stop live practice and return to journalling.
Evidence reference	Emotional Line Overview & Orientation (EI-01): affect labelling research (Lieberman et al., 2007); RULER framework (Brackett et al., 2019).

7.2 Interpersonal Line Practice Cards

ILP-INT-001: Perspective Accuracy Verification

Field	Description
Practice ID	ILP-INT-001
Family	Interpersonal
AQAL tags	Quadrant: We (Lower-Left) + I (Upper-Left); Level: L2; Lines: Interpersonal (primary), Cognitive (secondary); States: Reflective waking / in-vivo
Duration	Live practice (3–5 min check)
Intensity	Low
Tier	1 (solo-safe)
Instructions	1. After a conversation with someone you know reasonably well, identify one assumption you hold about their experience. 2. Formulate a low-pressure check: "I've been assuming you felt [X] about [Y]. Is that accurate?" 3. Ask — once. Do not debate or defend your assumption. 4. Receive the answer without correction. 5. Journal: what did you assume, what did they say, what was the gap?
Reflection prompt	How often were you wrong or partially wrong? What does the pattern of your inaccuracies reveal about your default assumptions about people?
Evidence capture	Journal entry with assumption, actual response, and accuracy note. Self-report. Optional partner confirmation.
Safety notes	Do not use this practice during active conflict or with someone you do not trust to respond honestly and without retaliation. Do not ask about topics that are invasive or inappropriate for the relationship.
Fallback practice	Write your assumption and your best guess at the other person's actual experience without asking. Reflect on what you would need to feel safe asking.
Escalation trigger	If the other person responds with anger, withdrawal, or distress — do not push. Accept the response, thank them, and note the interaction for facilitator discussion.
Evidence reference	Perspective-Taking & Empathic Accuracy (EI-09): Ickes (2003) empathic accuracy research; Epley (2014) mind perception.

ILP-INT-002: PACE Attunement Listening

Field	Description
Practice ID	ILP-INT-002
Family	Interpersonal
AQAL tags	Quadrant: We (Lower-Left); Level: L3; Lines: Interpersonal (primary), Emotional (adjacent); States: Reflective waking, partner dialogue
Duration	Medium (10–15 min)
Intensity	Moderate
Tier	2 (facilitator-recommended)
Instructions	1. Work with a partner. One person speaks about a moderate-concern topic for 5 min. 2. The listener practises PACE: Playful (light, open tone, not grim), Accepting (receiving without judging or fixing), Curious (asking to understand, not to interrogate), Empathic (reflecting feeling, not matching distress). 3. After 5 min, switch roles. 4. Debrief together: what did it feel like to be listened to this way? What was hard about listening this way?
Reflection prompt	What was the difference between listening-to-respond and listening-with-PACE? What bodily sensation did you notice when you were fully received vs. when the listening felt partial?
Evidence capture	Journal entry describing the experience from both perspectives. Partner confirmation of roles completed. Facilitator observation for Tier 2 validation.
Safety notes	Tier 2 — Facilitator recommended. Partner exercises can activate attachment-related distress (anxious pursuit or avoidant withdrawal). Per Emotional & Interpersonal Safety Addendum, monitor for visible distress, shutdown, or caregiver-patient dynamic shift. Pause exercise if either partner is dysregulated. Do not use this practice with someone with whom relational proximity feels threatening.
Fallback practice	Practise PACE listening with a recorded conversation (podcast, video) rather than a live partner. Write reflective responses to the recording using PACE framing.
Escalation trigger	If either partner becomes tearful, agitated, or reports feeling 'abandoned' or 'smothered' by the exercise — pause, separate if needed, ground individually. If attachment-related distress persists after grounding → do not resume. Refer to individual therapy if pattern re-activates past relational harm.
Evidence reference	Interpersonal Line Overview & Orientation (EI-08): Hughes (2017) PACE model; attachment theory (Bowlby, Ainsworth); Emotional & Interpersonal Safety Addendum, co-regulation trigger.

ILP-INT-003: Four Horsemen Self-Audit

Field	Description
Practice ID	ILP-INT-003
Family	Interpersonal
AQAL tags	Quadrant: We (Lower-Left) + I (Upper-Left); Level: L2–L3; Lines: Interpersonal (primary), Emotional (secondary); States: Reflective waking
Duration	Medium (10–15 min)
Intensity	Moderate
Tier	1 (solo-safe)
Instructions	1. Recall a recent conflict or difficult interaction. 2. Review your own behaviour against the Four Horsemen (Gottman): Criticism — did you attack the person's character rather than addressing a specific behaviour? Contempt — did you use sarcasm, mockery, eye-rolling, or hostile humour? Defensiveness — did you deflect responsibility, counter-attack, or play the victim? Stonewalling — did you withdraw, shut down, or give the silent treatment? 3. Rate each Horseman: Not present / Mild / Significant. 4. For any significant rating, write: what function was that behaviour serving? What was I protecting? 5. Write one alternative behaviour you could try next time.
Reflection prompt	Which Horseman showed up most — and what does that tell you about your conflict pattern? If you were your own coach, what would you recommend?
Evidence capture	Written self-audit with Horsemen ratings and alternative behaviour. Self-report.
Safety notes	This is a self-audit, not a partner confrontation. Do not share your audit with the conflict partner unless in a structured repair process with facilitator support. Do not use this practice to self-flagellate; the goal is mapping, not punishment.
Fallback practice	Audit a minor disagreement rather than a significant conflict. If all four Horsemen are significantly present, work with a facilitator before attempting live repair.
Escalation trigger	If audit triggers shame spiral, self-loathing, or urges to confront the other person impulsively — stop, ground, and notify facilitator.
Evidence reference	Relational Repair & Conflict Navigation (EI-10): Gottman (1999, 2015) Four Horsemen of the Apocalypse; marital conflict and repair research.

ILP-INT-004: NVC Repair Attempt Drafting

Field	Description
Practice ID	ILP-INT-004
Family	Interpersonal
AQAL tags	Quadrant: We (Lower-Left) + I (Upper-Left); Level: L3; Lines: Interpersonal (primary), Emotional (secondary); States: Reflective waking
Duration	Medium (15–20 min)
Intensity	Moderate
Tier	1 (solo-safe for drafting; Tier 2 if delivering live with facilitator)
Instructions	1. Identify a specific interpersonal rupture or conflict you would like to repair. 2. Draft a repair attempt using Nonviolent Communication (NVC) format: Observation — what happened, stated without judgment ("When you arrived 20 min after we agreed..."). Feeling — your emotional response ("I felt hurt and unimportant."). Need — the underlying value or need that was unmet ("Because I need reliability and mutual respect in our friendship."). Request — a concrete, present-focused ask ("Would you be willing to text me if you're running late next time?"). 3. Read aloud to yourself. Does it land as a request, not a demand? 4. Revise until the draft feels clean — no blame, no hidden ultimatum.
Reflection prompt	Which NVC component was hardest to write without blame? What did you discover about your actual needs beneath the complaint?
Evidence capture	Written NVC draft. Self-report.
Safety notes	Drafting is Tier 1 solo-safe. If you choose to deliver the draft live to the other person, facilitator support is recommended when: the conflict involves a significant power imbalance, the relationship has a history of repair failure, or recent harm was significant. Delivery is not required — the drafting itself is the practice.
Fallback practice	Draft the NVC for a minor disagreement first. Write the draft purely for yourself without intention to deliver.
Escalation trigger	If drafting reactivates distress about the relationship to a degree that impairs functioning — pause and discuss with facilitator before deciding whether to deliver.
Evidence reference	Relational Repair & Conflict Navigation (EI-10): Rosenberg (2003, 2015) Nonviolent Communication framework; repair process in close relationships.

ILP-INT-005: Cross-Difference Dialogue

Field	Description
Practice ID	ILP-INT-005
Family	Interpersonal
AQAL tags	Quadrant: We (Lower-Left); Level: L3–L4; Lines: Interpersonal (primary), Emotional (secondary), Moral (adjacent); States: Reflective waking, structured dialogue
Duration	Long (20–30 min)
Intensity	Moderate–High
Tier	2 (facilitator-required)
Instructions	1. Work in a small group (2–4 people) with a trained facilitator. 2. The facilitator frames a structured dialogue: "We are here to understand, not to agree. You do not need to change your view. You do need to stay curious about how the other person's view makes sense from within their life." 3. Each person shares their perspective on a pre-agreed topic involving identity or values difference. 4. Before responding, each listener reflects back what they heard: "What I hear you saying is..." 5. Check for accuracy: "Is that right? What did I miss?" 6. The facilitator monitors for power dynamics, emotional safety, and participation balance. 7. Debrief: What did you learn about how the other person's context shapes their view? What was hardest to hear without reacting?
Reflection prompt	Which perspective was hardest to stay curious about — and what inside you was activated? What, if anything, shifted in your understanding of the other person?
Evidence capture	Journal entry describing the experience, what was learned, and what was activated. Facilitator observation required for Tier 2 validation.
Safety notes	Tier 2 — Facilitator required. Cross-difference dialogue can activate identity threat and minority stress. Per Emotional & Interpersonal Safety Addendum: monitor for guardedness, disengagement, intellectualised detachment, or reports of feeling 'unsafe' or 'attacked.' Facilitator must have completed cultural competency or diversity-informed facilitation training. Do not require participants to 'work through' identity pain in a group setting. If a participant reports harm → document without defensiveness. Contraindicated: identity-related experiences that are too raw or recent; history of harm in cross-difference conversations without adequate support.
Fallback practice	Written reflection on a past cross-difference interaction (solo). Structured curiosity exercise: research another person's perspective and write a summary from their point of view without argument.
Escalation trigger	If a participant becomes guarded, disengages, or reports feeling harmed by the exercise → stop the structured dialogue. Offer individual debrief, break and return to simpler exercise, or end participation. If identity-related distress persists → refer to clinician with demonstrated cultural competence.
Evidence reference	Cross-Difference Dialogue & Trust-Building (EI-11): Sue et al. (2007) microaggressions; cultural competence and intergroup dialogue frameworks; Emotional & Interpersonal Safety Addendum, cross-difference dialogue trigger.

Pair each concept lesson with one short practice from the relevant family.
Insert retrieval prompts 24 h, 72 h, and 7 d after initial exposure.
Alternate families across weeks to support interleaving.
Keep High-intensity and Tier 2–3 practices in Facilitated mode.
Do not schedule Shadow practices in the first week of any new cohort.
Sequence Body or Mind practices before Shadow or Spirit practices in any single session.

9. Assessment Integration

Use short formative checks for all practice families.
Use performance tasks for Ethics, Relationships, and Systems transfer.
Use structured reflections for Spirit/Meaning and Shadow integration.
Require rubric alignment before grading.
All High-intensity or Elevated-risk practices require facilitator observation as the primary evidence type.