The main principles which the coaches aspire to at Lilium are as follow:
a. milieu therapy: the importance of this point of view is a given, above all, given that one of the main instruments used by the community to follow the change is to favour as much participation by the client in the daily life of the group as possible. In short, in the community therapy, the therapeutic factor is distributed within the entire community setting and does not reside simply within the traditional clinical setting.
b. the "double level" point of view: the Lilium communities work on two levels: care for the guests and care for the group (without which the first would not be possible). In particular, in developing the client-structure, that is, the continual negotiation between different needs: on the one hand, the identified needs of the user, on the other hand, the safeguards of the educational/therapeutic environment.
c. multidimensional intervention. This is understood by us in two ways: relative to the environment and relative to the individual. The vision of the coaches is that of a complex structure, with key areas across multiple levels: in that the clinical aspect reflects and intersects continuously with the organization.
d. Dynamic flexibility of the structure: the community is not understood by us as a static structure, defined in a closed way; rather, it must be characterised somewhat more by a flexible internal coherence, which allows it to change according to the established mechanisms, starting with the follow through on internal and external feedback.
e. personalisation of education and/or treatment: for each client, the program is structured for the individual, with specific activities in relation to the individual objectives of the observational team regarding the prevalent needs.
f. the empirical vision of the community and the reference to reality: the community model is continually reviewed on the basis of pragmatism, both because the Lilium communities place great importance on concrete reality and the outside world, because these assume a relevancy in the analysis of the daily experience and the development of experience, and because in the same construction and evaluation of the educational and / or therapeutic-rehabilitative courses, they are chosen as concrete indicators.
g. education/rehabilitation of social/autonomy abilities: the community has a rehabilitative function in the sense of giving the client the ability to resume and assume growth experiences. It is intended to stimulate psychological growth development in relation to the psycho-emotional dysfunctions and problems.

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