Neurological levels

1. Introduction

Version followed: Robert Dilts' six-level "Neuro-Logical Levels" model as NLP University (Santa Cruz) publishes it: the article "A Brief History of Logical Levels", the "Levels Alignment Process" and the NLPU 100 foundation handout "Levels of Learning and Change". The six levels are environment, behaviour, capabilities, beliefs and values, identity, and spiritual (vision, mission, "field"). Earlier five-level versions leave out the spiritual level. [source: nlpu.com LevelsSummary; LevelsAlignment; NLPU 100 Levels of Learning]

What it is. Neurological levels (also called logical levels or NeuroLogical Levels) is a model, not a stand-alone therapy. It is a way of sorting a client's experience and the practitioner's interventions into nested levels. Dilts reports that he first used the level labels in autumn 1987, encoded the model in 1988, and first published it in Changing Belief Systems with NLP and Beliefs: Pathways to Health and Well-Being (both 1990). It belongs to the NLP family. It is not a regulated psychotherapy. A psychotherapist uses it as a framework inside their own licensed practice and within their competence. [source: LevelsSummary; Dilts bio page]

Dilts' attribution to Bateson. Dilts states that he built the model from Gregory Bateson's work: Bateson's use of Russell's theory of logical types and his levels of learning (Learning 0 to IV). Dilts took Bateson's "Ecology of Mind" class in 1976, and he maps each of his levels onto one of Bateson's learning levels. These are Dilts' claims about his sources. Some NLP authors argue that Dilts' levels are not the same as Bateson's logical types. Those critiques are not drawn on here. [source: LevelsSummary] [uncertain]

Core idea of change (as Dilts puts it). Dilts holds that each level organises and directs the level below it. On his account, a change at a higher level (beliefs, identity, vision) "radiates" down and alters the lower levels, while a change at a lower level may or may not reach upward. He also proposes that each level draws on progressively deeper parts of the nervous system, from the sense organs (environment) through motor systems (behaviour), the cortex (capabilities), the limbic and autonomic systems (beliefs), and the immune and endocrine systems (identity), up to a "relational field" between nervous systems (spiritual). These neurological links are Dilts' hypotheses, not established neuroscience. On this view, change is lasting when the levels are aligned: when what the person does in a context fits how they do it, why they do it, who they experience themselves to be, and what larger system they serve. [source: LevelsSummary; NLPU 100 Levels of Learning]

2. Framework

The levels, as Dilts defines them [source: LevelsSummary; NLPU 100 Levels of Learning]:

Learning levels. Dilts pairs his levels with Bateson's learning levels. Reflexive behaviour in response to the environment is Learning 0. Behaviour corrected through maps and strategies is Learning I. Capabilities reshaped by beliefs and values are Learning II. Beliefs changed in relation to identity are Learning III. Connection to a larger field is Learning IV. Dilts also gives plain-language glosses: Learning 0 is stuck in a rut, Learning I is gradual change "within the box", Learning II is a rapid shift to a different class of option, Learning III is identity-level change, and Learning IV is revolutionary change. [source: LevelsSummary]

Phases and session format. The sources do not give a phased protocol, session count or transition criteria for the model as a whole. The only fully specified procedure is the Levels Alignment Process, which the sources present as a single exercise without timing or repetition guidance. The following clinical sequence is my own synthesis built on the model [synthesis]:

1. Map (first one or two sessions, usually inside ordinary assessment). Gather the problem and the desired state. Listen for the level the client is speaking at, and ask the key question for each level to fill in gaps. Move on when you and the client can name at which level the difficulty mainly sits, and where the levels conflict.
2. Choose the level of intervention. Match the kind of support to the level (see the support types in 4.4). For example, a skills gap calls for teaching at the capability level, while a limiting belief calls for mentoring or belief work. Move on when the client agrees with the formulation.
3. Work at the target level with level-specific methods: Hierarchy of Criteria, reframing labels, or your usual methods (CBT skills, exposure, and so on) placed at the matching level.
4. Align using the Levels Alignment Process or its worksheet, usually as a consolidating session once the main work is done. It can also be used early as a resourcing exercise.
5. Check and generalise. Use homework or the worksheet in new contexts. Check whether behaviour in the target environment has actually changed.

A typical format is individual sessions of 50 to 90 minutes, with 20 to 40 minutes for the spatial alignment exercise. These timings are an estimate and are not given in the sources. [synthesis] [uncertain]

3. Guiding principles

• Levels are nested; each organises the one below (Dilts). In practice: when a lower-level change will not hold, look for the belief, identity or vision it conflicts with. [source: LevelsSummary; NLPU 100]
• Higher-level change radiates downward; lower-level change may not reach upward (Dilts' claim). In practice: a new skill alone may not stick if the client does not value it or does not see it as "me". Address the higher level as well. [source: LevelsSummary; NLPU 100]
• Each level answers a different question (where/when, what, how, why, who, for whom). In practice: use the questions as a checklist so that no level is left unexplored in assessment or goal-setting. [source: LevelsSummary]
• Language reveals the level the speaker is operating at. In practice: track "I am…" statements (identity), "should" and "have to" (beliefs) and "I can't…" (capability), and respond at the matching level. [source: NLPU 100]
• The same judgement feels more personal at higher levels. Dilts' own route to the model was noticing that a word like "stupid" hurts more when it moves from describing the surroundings to describing the person. In practice: move criticism and self-criticism down to behaviour or capability. Pitch affirmation at identity. [source: LevelsSummary; NLPU 100]
• Avoid confusing logical types (from Bateson, as Dilts presents it). In practice: do not treat one behaviour as proof of identity ("I failed, so I am a failure"). Name the level confusion explicitly. [source: LevelsSummary]
• Behaviour without a mental map becomes habit or reflex; capability without motivation is not used. In practice: pair behavioural tasks with a strategy (how) and a reason (why). [source: NLPU 100]
• Match the kind of support to the level: guiding or caretaking, coaching, teaching, mentoring, sponsoring, awakening. In practice: decide whether this session needs skill-teaching, belief work or identity-level affirmation, and shift your stance to fit. [source: NLPU 100]
• Validate positive intention (mentoring and sponsoring stance). In practice: when an inner objection appears, find what it is trying to protect before trying to change it. [source: NLPU 100; patt15]
• Practitioner congruence. Dilts says the awakener works mainly through their own integrity and congruence. In practice: run the alignment on yourself before using it with clients. Do not prescribe a vision you do not model. [source: NLPU 100]
• Alignment is the aim. In practice: a good outcome is one in which environment, actions, skills, values, self-concept and purpose fit together for the client, not one the therapist imposes. [source: LevelsAlignment]
• Embodied state matters. In the spatial version, the physiology of each level is carried forward. In practice: attend to posture, breathing and voice as markers of shifts between levels. [source: LevelsAlignment]
• Attribute, don't assert. The neurological correlates and the Bateson mapping are Dilts' theory. In practice: present the model to clients as a helpful map, not as brain science. [synthesis]

4. Intervention inventory

The NLPU sources cited publish five procedures that use the levels: identifying the level, the level-shift exercise, matching support to the level, the Levels Alignment Process (spatial and worksheet versions) and the Hierarchy of Criteria. Two other level-based processes are named but their steps are not given here: Logical Level Co-Alignment and the "survival strategy" learning-levels exercise. Anything marked [synthesis] is my own clinical adaptation. [source: as tagged per item]

4.1 Identifying the level of a problem or statement (level diagnosis)

• Purpose / when: Use at assessment and whenever a client states a problem or a self-judgement. It tells you at which level the difficulty is being held, so you can choose where to intervene. [source: NLPU 100 Levels of Learning]
• Steps:
  1. Listen to the client's own wording and sort it by the cues in the Section 2 table. "I am useless" is identity. "You have to be perfect or people leave" is a belief. "I don't know how to say no" is capability. "I shouted at him" is behaviour. "It only happens at my mother's house" is environment.
  2. Ask the key question for any level that is missing: where/when, what, how, why, who, for whom. [source: NLPU 100]
  3. Notice level jumps, where one event is described at a higher level than it belongs to (a single behaviour turned into an identity). [source: LevelsSummary]
  4. Check consistency between levels. Does the stated value support the capability? Does the identity allow the behaviour? [source: NLPU 100]
  5. Write a brief level map with the client: problem state and desired state at each level. [synthesis]
• Example language (illustrative): "You've told me what happened at work. Help me with the how: what goes on inside you in the moment before you freeze?" "When you say 'I'm just not a confident person', that sounds like a statement about who you are. Is it always true, or true in some places?"
• Watch for: Global identity statements in depression or shame. Do not reinforce them by repeating them back as fact. It is working when the client starts to place the problem at a specific level and context ("it's a skill I haven't learnt yet", "it's mainly with my boss"). [synthesis]

4.2 Level-shift exercise (same judgement, different levels)

• Purpose / when: Shows the client, through their own experience, why judgements at higher levels hurt more. Useful psychoeducation for harsh self-criticism, for criticism from others, or for parents and teachers who give feedback. [source: LevelsSummary; NLPU 100 spelling example]
• Steps:
  1. Choose one evaluative word the client uses or receives (for example "stupid" or "lazy"), or a positive one ("beautiful", "capable").
  2. Invite the client to imagine that word applied, in turn, to their surroundings, a specific behaviour, a capability, their beliefs and values, and their identity. Notice the felt impact each time. (This is Dilts' illustration of how he arrived at the levels.)
  3. Debrief: at which level did it start to feel personal?
  4. Translate: rewrite the client's habitual self-criticism at the behaviour or capability level, and any appreciation at the identity level. [synthesis, extending the NLPU 100 spelling example, in which one poor test can be described at five levels]
• Example language (illustrative): "Notice the difference between 'that was a careless email' and 'you are careless'. Which one lands in your body?"
• Watch for: Rising shame when the client tries identity-level negative statements. Keep negative statements brief, or use a neutral word. The exercise is working when the client can reword their own self-talk without prompting.

4.3 Reframing identity-level labels down to behaviour or capability

• Purpose / when: When a client, or someone around them, has turned a performance into a label ("stupid", "learning-disabled", "a failure"). The NLPU 100 spelling-test example shows the same event as an identity label, a belief, a capability comment, a behavioural fact and an environmental cause. [source: NLPU 100]
• Steps:
  1. Elicit the label and the event it rests on.
  2. Re-describe the event at the environment level (conditions), the behaviour level (what was done this time) and the capability level (a skill not yet developed).
  3. Ask which description gives the client something they can act on.
  4. Where appropriate, pair this with identity-level sponsoring: affirm the person's worth separately from the performance. [source: NLPU 100 sponsoring]
• Example language (illustrative): "So on Tuesday, in a noisy room, you got 6 out of 20 on a spelling test. That's a behaviour in one environment. What would 'not yet good at spelling these words' let you do that 'stupid' doesn't?"
• Watch for: The client experiencing the reframe as minimising. Validate the feeling first. It is working when self-labels soften and problem-solving language increases. [synthesis]

4.4 Matching the type of support to the level (From Coach to Awakener roadmap)

• Purpose / when: To decide what role the therapist takes in a given phase. Dilts links six support roles to levels: guiding and caretaking (environment), coaching (behaviour), teaching (capability), mentoring (beliefs and values), sponsoring (identity) and awakening (vision and spirit). [source: NLPU 100; LevelsSummary on From Coach to Awakener]
• Steps:
  1. Use 4.1 to locate the level of need.
  2. Choose the matching role. Caretaking: a safe setting, free of unnecessary interference. Guiding: lead from present state to desired state. Coaching: specific goals, feedback, building on strengths. Teaching: new strategies and cognitive skills. Mentoring: bring out unconscious competence and work with resistance by validating positive intentions. Sponsoring: recognise and affirm the person's worth and potential. Awakening: support connection with purpose, mainly through your own congruence.
  3. Shift roles as the work moves between levels, and say so out loud. [synthesis]
• Example language (illustrative): Teaching: "Let's build a step-by-step way of handling that conversation." Sponsoring: "Whatever happens with this exam, I see someone who keeps showing up for the people they care about."
• Watch for: Mismatch, such as teaching skills when the block is a belief that the client does not deserve success, or offering identity affirmation when the client needs concrete skills. It is working when the client engages with the role offered rather than deflecting it. [synthesis]

4.5 Neuro-Logical Levels Alignment Process (spatial version)

• Purpose / when: To bring environment, behaviour, capabilities, beliefs and values, identity and vision or mission into alignment for a chosen context, and to build an "aligned state" for congruent action and change. In therapy, use it for consolidation, for future-pacing a valued role (returning to work, becoming a parent), or as a resourcing exercise before harder work. [source: LevelsAlignment; synthesis for clinical uses]
• Preparation and consent (synthesis): Explain the exercise, that it involves standing and stepping, and that the client can stop at any point. Check mobility and offer a seated option (cards on a table, or pointing to spaces). Choose a context where the client wants to act more in line with themselves.
• Steps [source: LevelsAlignment]:
  1. Lay out six separate floor spaces in a line, one for each level from environment to spiritual. Use paper labels if helpful [synthesis]. Each space acts as a spatial anchor for that level.
  2. Environment space: the client identifies when and where they want to act in a more aligned way, and the external context.
  3. Behaviour space: what will they do when acting aligned in that time and place?
  4. Capabilities space: how will they carry out those behaviours? Which capabilities do they have or need?
  5. Beliefs and values space: why will they use those capabilities? What values matter, and what beliefs guide them?
  6. Identity space: who are they when acting this way? What kind of person does the situation call them to be or become? (Dilts suggests that a symbol or metaphor can help in the worksheet version.)
  7. Spiritual space: who else do they serve? What is their mission, and what larger vision are they pursuing or representing?
  8. Return and integrate: holding the physiology and inner experience of the spiritual space, step back into identity and experience both together. Notice how identity is enriched.
  9. Carry vision and identity into the beliefs and values space. Notice how beliefs and values are enhanced.
  10. Carry all of these into the capabilities space. Notice how capabilities are strengthened or changed.
  11. Carry everything into the behaviour space. Notice how even small actions express the higher levels.
  12. Finish in the environment space. Notice how the context itself is experienced differently.
  13. Debrief and agree one concrete action in the target environment for the coming week. [synthesis]
• Example language (illustrative): "Step into the 'why' space. What matters to you about doing this?" "Take a moment to notice how you're standing here. Bring that posture with you as you step back to 'who'." "Standing here in the environment again, with all of that with you, what's different about walking into that meeting?"
• Watch for: The posture, breathing and voice changes the source treats as markers of state. Note that the source gives no timing, repetitions or movement detail, so pacing is your clinical judgement [source: LevelsAlignment]. Signs it is working: congruent nonverbal signs, richer and more specific answers on the way back down, and concrete behavioural plans. Signs of difficulty: blankness or distress at identity or spiritual level, or answers that sound borrowed ("I should be…"). See Section 5.

4.6 Levels Alignment worksheet (written version)

• Purpose / when: The same alignment in written form, either alone or alongside the spatial exercise. Useful for homework, for clients who prefer writing, or online. [source: LevelsAlignment]
• Steps: In order, the client defines: (1) the context (where and when); (2) specific goals and actions; (3) the capabilities needed and how they will be used; (4) the beliefs and values that motivate the activity; (5) their identity or role, ideally as a symbol or metaphor, and their mission in that context; (6) their purpose in the larger system and their vision, including how their mission serves it. Review in session, checking that each level supports the one below. [source: LevelsAlignment; review step synthesis]
• Example language (illustrative): "For homework, fill in each line for the situation with your manager. Don't worry about getting it 'right'. We'll look at where the lines fit together and where they don't."
• Watch for: Lines left blank, which often mark the level that needs work, and lines filled with clichés. It is working when the written levels are specific and consistent with one another. [synthesis]

4.7 Hierarchy of Criteria (resolving inner resistance across levels)

• Purpose / when: Dilts developed this technique in the mid-1980s (published in Dilts, Hallbom & Smith 1990). It resolves a conflict between criteria at different levels when the client wants to do something but stops themselves (for example, regular exercise). Dilts holds that criteria at higher levels override those below them, alternating between "self" and "others": behaviour criteria are overridden by capability criteria, these by beliefs and values, and these by identity. [source: patt15]
• Steps [source: patt15; layout wording mine]:
  1. Set out side-by-side locations on the floor. Location 1: the client names the behaviour they want to do but don't.
  2. Location 2: elicit the criteria that motivate the new behaviour (for example health or appearance). Note how the client represents each one: their strategy, submodalities, or meta-programme.
  3. Location 3: elicit the criteria that stop the behaviour (for example "no time" or discomfort). Dilts treats these as higher-level, since they win out. Note how they are represented.
  4. Location 4: elicit a still-higher criterion that would override the limiting ones. Ask what would be important enough that the client would always make time for it, even if it were uncomfortable, and what value that satisfies (for example responsibility to family). Note how it is represented. (The source page's numbering is inconsistent here; I follow a four-location layout.) [uncertain]
  5. Apply one or more of three methods:
     • Leveraging: anchor the behaviour at Location 1, walk through 2 and 3 to 4, and link the highest criterion to the behaviour so it outweighs the objection.
     • Pacing the limiting criteria: step from 4 back into 3 and look for a way of doing the behaviour that satisfies all levels without violating the limiting criteria (for example a short, comfortable activity that also involves the family).
     • Strategy or submodality use: adjust how the desired behaviour and the limiting criteria are represented so they match the features of the highest criterion.
• Example language (illustrative): "What would matter so much that you'd find the time even on a bad day?" "If your family is watching how you take care of yourself, what kind of plan honours both that and your need not to be worn out?"
• Watch for: Leveraging can feel coercive or guilt-inducing if the highest criterion is a "should" (for example duty to others in a client prone to guilt). Prefer pacing, which respects the objection's positive intention. It is working when the client describes a version of the behaviour that feels like their own and they then carry it out. [synthesis for risks]

4.8 Learning-level framing (Bateson's levels via Dilts) — setting the size of change

• Purpose / when: To agree with the client what kind of change is wanted. Learning I is a better choice within the current set of options. Learning II is a different class of option. Learning III is a change in identity. Dilts gives a computer analogy: stored data, then a spell-checker, a new program, a new operating system, and a new kind of device. [source: LevelsSummary]
• Steps (my clinical use, built on Dilts' descriptions) [synthesis]: (1) Ask the client which kind of change they are hoping for. (2) Reflect whether the current approach is a Learning I strategy ("try harder") aimed at a Learning II or III problem. (3) Agree the target level and pick the matching intervention (4.4).
• Note: Dilts refers readers to an exercise in From Coach to Awakener (pp. 266–280) that applies each learning level to updating a "survival strategy". Its steps are not reproduced. [uncertain]
• Example language (illustrative): "It sounds like you've been fine-tuning the same plan. Is it time for a different kind of plan altogether?"
• Watch for: Clients who hear "identity change" as a threat. Frame it as an expansion of who they are. [synthesis]

4.9 Logical Level Co-Alignment (named; steps not found)

• Purpose / when: Dilts (1992) describes a process for creating a sense of "we-ness" between people by finding what they share at several levels, mainly beliefs, values, identity and spiritual perceptions. It is potentially relevant to couple or family work. [source: artic21]
• Steps: Not described on the page cited. Not reproduced. [uncertain] If you adapt the idea, a minimal version is to run the alignment questions (4.6) for each partner about a shared context and then compare answers level by level, looking for common values and purpose. That adaptation is my own. [synthesis]
• Watch for: One partner's values dominating. Use it only when both people consent and power differences are safe to work with. [synthesis]

4.10 Organisational and group application of the levels

• Purpose / when: Dilts applies the same levels to groups and organisations, such as facilities, procedures, infrastructure, values, and mission or identity. In clinical work this suits teams, services and supervision groups. [source: LevelsSummary; GTC Values page]
• Steps (adaptation) [synthesis]: Ask each level question about the team: where and when we work, what we do, how (skills and systems), why (shared values and beliefs), who we are as a service, and whom we serve. Then look for the level where the conflict or block sits.
• Watch for: Using the model to impose a mission from the top. Dilts' GTC page presents values as the link between identity and capabilities, so check that stated values are actually backed by resources. [source: GTC Values page; synthesis]

Related Dilts processes not covered here. Dilts lists Reimprinting and Belief Integration among his own developments, and they are usually taught alongside the levels. Their procedures are not drawn on, so they are not described here. [source: artic22] [uncertain]

5. Handling problems

The NLPU sources cited do not address clinical problems such as risk, rupture or dissociation. Everything in this section is my own synthesis unless tagged otherwise. [synthesis]

• Screening and contraindications [synthesis]. NLP is not a regulated profession; one accrediting school states there is no single overarching accrediting body [source: NLP School accreditation]. Use the model inside your licensed scope. Use care or postpone the identity and spiritual levels and the spatial exercise when the client has: active psychosis or grandiosity (mission and vision questions can feed delusions); severe dissociation or an unstable sense of self (identity questions can destabilise); acute suicidality or severe depression (identity questions can draw out global negative self-statements, so assess risk first by standard practice); untreated trauma (embodied stepping can bring up material, so stabilise first); or mobility limits (use a seated or paper version).
• Stuck or blank at a level. "I don't know who I am." Do not press. Offer a symbol or metaphor (the worksheet's suggestion [source: LevelsAlignment]), go back to a level where the client has answers, or recall a past time they felt "most themselves" and work from there.
• Distress or a self-attack at the identity level. Stop the stepping and ground the client in the environment space (feet, room, present context). Reframe the self-attack down a level (4.3) and offer sponsoring statements. Say plainly that a hard feeling at the identity level is information, not a verdict.
• Overwhelm or dissociation during the spatial exercise. Step out of the layout together, sit down, and orient to the room: name objects, notice feet on the floor, slow breathing. Check what level was being accessed. Resume later in worksheet form, or not at all. Record it and adjust the plan.
• Spiritual level clashes with the client's beliefs. Some clients hear "spiritual" as religious, or reject it. Use the source's own alternatives: "for whom", "for what", "who else" and the larger system such as family, community or profession [source: NLPU 100]. Never introduce religious content the client has not brought.
• Borrowed or "should" answers (vision or values that belong to a parent or culture). Ask whose voice that is, and use pacing within Hierarchy of Criteria rather than leveraging, so you don't reinforce guilt.
• Resistance or inner objections. Treat them as criteria at a higher level with a positive intention (4.7, mentoring stance [source: NLPU 100; patt15]). Elicit what the objection protects before trying to override it.
• Non-adherence after a "good" alignment session. Go back to the lower levels. Is there a concrete behaviour, environment and how-to? Dilts' own claim that higher-level change radiates downward does not guarantee behaviour change, so set specific tasks and review them.
• Rupture: the client feels judged or analysed ("you're saying it's my identity?"). Acknowledge it, own any level confusion in your own wording, and move to collaborative mapping ("you decide which level fits").
• Client asks whether it is scientific. Present the levels as Dilts' model, inspired by Bateson in Dilts' account, with neurological correlates that Dilts proposed rather than demonstrated. Offer it as a practical map the client can use or drop.
• Using it as a cover for difficult symptoms. The levels give no protocol for disorder-specific treatment. Where an evidence-based protocol is indicated (for example trauma-focused therapy, or exposure for OCD), deliver that protocol and use the levels only for formulation and motivation.
• Training and certification. Formal training in Dilts' version is offered by NLP University (Santa Cruz, California, founded in 1991 by Dilts, Todd Epstein, Judith DeLozier and Teresa Epstein) through a summer residential programme. Dilts is also a founder of the Global NLP Training and Consulting Community (GTC). The UK Association for NLP (ANLP) is one accrediting body, and schools also cite the NLP University International Trainers Network run by Dilts and DeLozier [source: Dilts bio; NLPU Information; NLP School accreditation]. Other bodies such as INLPTA, IANLP and the Society of NLP exist, but their pages are not drawn on. [uncertain] None of these confers a licence to practise psychotherapy.

Sources

Sources:

• A Brief History of Logical Levels (R. Dilts, NLP University)
• Levels Alignment Process (NLP University)
• Levels of Learning and Change (NLPU 100 foundation sample)
• The NLP Pattern of the Month: Hierarchy of Criteria (NLP University)
• Article of the Month: Fourth Position (R. Dilts)
• Article of the Month: Intellectual Property and NLP (R. Dilts)
• Shared Values of the NLP Community (GTC)
• The NLP Pattern of the Month: Creating a We-Field (not level-specific)
• Robert Dilts Biography (NLP University)
• NLPU Information
• Accreditation (NLP School)

Further reading (not drawn on; referenced via the pages above):

• Dilts, R. (1990). Changing Belief Systems with NLP. Meta Publications.
• Dilts, R., Hallbom, T., & Smith, S. (1990). Beliefs: Pathways to Health and Well-Being. Metamorphous Press.
• Dilts, R., & DeLozier, J. (2000). Encyclopedia of Systemic Neuro-Linguistic Programming and NLP New Coding. NLP University Press.
• Dilts, R. (2003). From Coach to Awakener. Meta Publications.
• Dilts, R. (1983). Roots of Neuro-Linguistic Programming. Meta Publications.
• Bateson, G. (1972). Steps to an Ecology of Mind. Chandler.
• Bateson, G. (1979). Mind and Nature: A Necessary Unity. Dutton.