Nonviolent Communication Research Articles

Be Explicit: Identifying and Addressing Misaligned Goals in Collaborative Research Teams

ABSTRACTThe misalignment of goals among researchers, external organizational partners (OPs), and study participants is thought to pose a challenge to the successful implementation of collaborative research projects. However, the goals of different collaborative team members almost never are elicited, making identification of misalignment and its potential consequences a difficult task. In this evaluation of a United Nations Nonviolent Communication Program conducted in Bangladesh, the Maldives, and Sri Lanka, I collected qualitative and quantitative data on OPs’ and study participants’ expected program impacts. I find that there are differences in OP and participant goals and that misalignment appears to bear some responsibility for participant dissatisfaction with the program. I also observe evidence that as the program progressed, participants’ expected program impacts began to more closely approximate those of the OPs. I conclude with thoughts on the benefits of explicitly measuring research team goals and expectations and addressing their misalignment.

A Synodal Alternative for Ecclesial Conflict: Marshall Rosenberg’s Nonviolent Communication

The article examines Marshall Rosenberg’s nonviolent communication and conflict mediation with the aim to situate Rosenberg’s approach within conflict transformation approaches and how his strategy offers practical tools for mediating diverse forms of conflictual moral questions in the ecclesial context. The study engaged in a descriptive and critical analysis of the literature relevant to dealing with conflict in general and Rosenberg’s approach specifically. The results show that Rosenberg’s nonviolent communication and conflict mediation could contribute to transform the Catholic Church’s diverse moral conflictual questions in a synodal manner. The article recommends trainings on peacebuilding through peace education generally and specifically, nonviolent communication and conflict mediation. It also suggests further research on empathy, which focuses on listening, dialogue, and conflict transformation. This has the potential to enrich synodality and conflict mediation in the Catholic church.

Interakcje społeczno-pedagogiczne z odbiorcami usług informacyjnych bibliotek naukowych w punkcie informacji katalogowej

The article presents socio-pedagogical interactions with library users at the library helpdesk of a scientific library. The tasks of a reference librarian, assisting users in their catalogue search, formally fall within the scope of information science departments. The library helpdesk in often where users make the first contact with the library. The essence of good social contact is mutual respect and the subjective approach to the recipient of library services. The appropriate attitude of the librarian, kindness marked by non-violent communication (according to the M.B. Rosenberg method), expressing interest in the user's needs and commitment needed to provide assistance require a language appropriate to the age of the interlocutor and skillful balancing between the psychological spheres: “Me-Adult”, “Me-Parent”, “Me-Child” of interlocutors (presented in the transactional analysis by E. Berne). Modern technological progress, in terms of tools and information resources, demand constant development of professional skills: both hard and soft skills of a reference librarian, so that she/he can adequately respond to the needs of an recipients of reference services: both teenagers and adults, but often with low information literacy, as well as persons experiencing difficulties in adaptating to the fast changes of postmodernity.

Effects of a Nonviolent Communication Program on Nursing Students

Communication skills are important in life, especially in a clinical setting. The NVC (non-violent communication) model facilitates communication skills in schools, hospitals, and other environments. The objective of this study was to investigate the effect of NVC in fostering the communication skills of nursing students. The study included a total of 117 participants, including a test group of 62 nursing students and a control group of 55 students. Eight sessions of data collection and program adaptation were conducted between September and December 2016. The data were analyzed using t-tests, Chi-squared tests, and analysis of covariance (ANCOVA) using SPSS version 24.0. Following the intervention, the primary and secondary levels of anger were lower, whereas empathy and the communication efficacy were higher in the test group than the control group. This study demonstrated that an NVC program can improve the affective aspects of communication skills of nursing students.

Transformational Effect of Training in Nonviolent Communication: A Case Study of Training of Vigilante Groups in Yobe State, Northeast Nigeria

Transformational Effect of Training in Nonviolent Communication: A Case Study of Training of Vigilante Groups in Yobe State, Northeast Nigeria

Non-violent Communication in the Context of Zambia: An Exploration

Non-violent Communication in the Context of Zambia: An Exploration

An online communication skills training program for nursing students: A quasi-experimental study.

In South Korea, in 2019, approximately 45.5% of newly-graduated nurses quit their jobs within one year of employment. To better understand the adjustment to nursing practice upon graduation, we developed an online communication skills training program based on nonviolent communication and evaluated its effectiveness. A quasi-experimental design was adopted. The sample included 28 participants in the experimental group and 27 in the control group after one participant in the control group dropped out. The participants were fourth-year nursing students at the K and S University in Gyeonggi Province, South Korea, with some clinical training in a hospital setting. Data were analyzed using the χ2 test, Fisher's exact test, and independent t-test. Participants' empathy, communication skills, anger, and self-efficacy were assessed before and after the training, as well as across the two groups. The experimental group showed significantly higher levels of empathy, communication skills, and self-efficacy compared to the control group after the program completion. However, there were no significant differences in anger. This study suggests the effectiveness of the online version of the nonviolent communication training. Therefore, providing this program to nursing students scheduled for graduation may help retain newly-graduated nurses.

Peace linguistics and traditional ways of conflict resolution in Terver Udu’s Ikyav Saan Aga Saan and Sam Patrick Terngu’s Adezungwen

Conflicts occur between people, institutions, tribes and nations and cold be resolved when language and dialogue are effectively used. Peace linguistics and traditional ways of conflict resolutions in Terver T. Udu’s Ikyav Saan Aga Saan and Sam Patrick Terngu’s Adezungwen examines the causes of conflicts, explores the language of hate speech and states traditional ways of resolving conflicts in the select texts. This study adopts Coleman’s (2006) Human Relations Paradigm (HRP) for conflict resolution. The model emphasises the prominent roles that human social interactions play in resolving conflicts. The model uses mediation, integrative negotiation and constructive controversy as parameters for conflict resolution. Methodologically, this study used purposive sampling technique. The choice of the two select texts was deliberate hence the texts are laced with conflicts and how they were amicably resolved using traditional methods. The study used primary and documentary sources. The primary sources are Udu’s Ikyav Saan Aga Saan and Terngu’s Adezungwen while the documentary sources are journal articles, theses, glossary and textbooks. As data analysis, the select texts were read, data relating to causes, language of hate speech and resolution of conflicts were grouped and translated into English and then analysed. It was revealed that domestic conflicts could be resolved using human relation mechanism and nonviolent communication. This study has presented Tiv culture where the voices of the elders are respected and their decisions were unanimously accepted. Finally, peace repairs broken relationships and enhances progress. Traditional rulers should apply the solutions proffered by Terver Udu and Sam Paddy Terngu in their fictional texts to resolve conflicts in their domains.

Best Practices for Increasing Compassion Resiliency and Moral Wellness in Post-Acute and Long-Term Care Settings

Best Practices for Increasing Compassion Resiliency and Moral Wellness in Post-Acute and Long-Term Care Settings

Teaching nonviolent communication to increase empathy between people and toward wildlife to promote human–wildlife coexistence

AbstractPromoting human–wildlife coexistence in complex systems where both relationships between people and toward wildlife need to be managed is challenging. We applied nonviolent communication (NVC) training as part of a participatory dialogue program to increase empathic concern toward wildlife and between people to promote human–wildlife coexistence. NVC was developed in the 1960s by Marshal Rosenberg, a clinical psychologist who sought to incorporate empathy and compassion into everyday language. Using weekly reflexive feedback from participants, we collected 36 examples of attitude change and 71 examples of behavior change that demonstrated increased empathic concern for both people and wildlife. Therefore, NVC training has potential to be an effective tool to increase empathy and promote tolerance and human–wildlife coexistence. This is the first attempt to use NVC in the biodiversity sector, and we believe these results show promise for its wider application as a tool for participatory dialogues to improve collaboration, understanding and resolve conflicts.

DEVELOPMENT OF ENVIRONMENTAL COMMUNICATION SKILLSIN STUDENT TEACHERS

The article is devoted to the problem of formation of environmental communication skills among future teachers in the process of professional training. The psychological-pedagogical foundations of the formation of future educators' environmental communication skills in the process of professional training are theoretically and methodologically substantiated. The article analyses the approaches of scientists to the interpretation of concepts that make up the scientific thesaurus of research: ‘ecological communication’, ‘ecological approach’, ‘ecological behaviour’, ‘ecological environment of the child’. The importance of ecological communication in the educational environment of a preschool education institution is substantiated. On the basis of the analysis of scientific works, the components of the studied education are distinguished: motivational, social, communicative, reflective; groups of technologies, effective non-traditional teaching methods are defined; methodological approaches of effective formation of skills to organize environmental communication with children of preschool age in a preschool education institution. The complex of pedagogical conditions for the effective formation of environmental communication skills in future educators in the process of professional training is characterized. It is proposed to modernize the pedagogical conditions for the formation of environmental communication skills among future educators through the implementation of coaching technologies during the pedagogical practices of students. The meaning of the concept of ‘ecological communication’ as non-violent communication, which includes awareness and respect for one's own and others' personal boundaries, self-love and care for one's inner comfort, tolerance, acceptance of one's own and others' shortcomings, empathy, has been clarified. The fundamental principles of ecological communication in the educational environment of the preschool education institution are defined

КУЛЬТУРА УПРАВЛІННЯ В СУЧАСНИХ УМОВАХ

The article considers the issues of formation management culture at enterprises and organizations, which were formed in conditions of instability, socio-economic crisis, riskiness of conditions not only the functioning but also the existence of staff. The components of the manager's professional culture (professional knowledge; developed skills, abilities necessary for effective and high-quality management functions), as well as components of the manager's communicative competence (perfect command of professional terms, business Ukrainian and foreign languages, various types of interactive communication, rhetoric; open proactive thinking; empathy; ability to accurately assess and manage the communication situation; ability to make informed management decisions, etc.), which is a leading element of his personal and professional culture were considered. The rules of crisis communication are given (1. "Build trust", 2. "Systematic", 3. "Tell the truth", 4. "Express emotions", 5. "Demonstrate a positive attitude", 6. "Communicate about the state of affairs in the country", 7. "Communication with subordinates", 8. "Think about the plan to overcome the crisis"), as well as the rules of effective feedback (1. Choose the right time and constructive attitude; 2. Describe observations; 3. Explain the impact; 4. Suggest an alternative; 5. Agree on an action plan). Necessity of the head’s emotional intelligence development for maintenance of his professionalism growth, stress-resistance and efficiency of relations management in collective was proved. To this end, ways to develop emotional intelligence in modern conditions have been developed: online trainings, selfdevelopment of perception and management own emotions skills, establishing effective feedback, improving communicative competence, conflict prevention, team training, art therapy and mastering mechanisms "fine-tuning" (identification, empathy, attraction, reflection, causal attribution), as well as the method of nonviolent communication (emphasis on empathy, self-experience and honest self-expression), which form the basis for effective communication, especially in modern stressful conditions.

The role of action research in the prevention of violent communication of students

Modern educational work requires dedication, improvement and innovation of educational practice. Being a pedagogical worker (educator, teacher) reflective practitioner is a challenge of the postmodern age in the field of upbringing and education. The aim of this article is preventive action in the aspect of violent communication through the application of action research. A total of fifteen students participated. The research included certain phases and steps that we purposefully followed. We first noticed the educational problem and focused our attention on designing activities and content. With a range of detailed and selected activities (lectures, problem situations, workshops and interactive games), we tried to act preventively in the field of violent communication. Finally, in the summative evaluation of the program effects process, an overview of the results is given before and after the research. The obtained results show that the applied contents and activities had a positive effect on students in the field of reducing and preventing violent communication. Orientation towards the development of non-violent communication must take an honorable place in the modern system of upbringing and education, because in that way forms of violent and forms of successful communication can be reduced and eliminated.

The secret sauce of online community of practice during COVID-19 pandemic: Nonviolent Communication

The challenges of work-family balance while being asked to move to remote instruction and engage students creatively have affected us all globally on multiple levels - from our professional identity, to our own health, mortality and purpose in life. The idea behind Nonviolent Communication (NVC) is that as Rosenberg (2015/1999) put it, it is a language that celebrates life. Applying these practices in a community building initiative of the Media Education Lab during the COVID-19 pandemic supported our community not only for their professional needs, but also and most importantly in their social and emotional resiliency to keep positive their family and work. This short article of voices from the field describe this secret sauce using the four elements of NVC (observation, sharing feeling, naming needs and requesting a feasible action) during the 2020 Virtual Viral Hangout (VVH) daily online meetings.

A Study on ‘Communication-Centered Peace-Unification Education’ Based on Circle Process and Nonviolent Communication

목적 본 연구는 한반도 분단과 갈등 문제를 해결해갈 주체로서 소통 역량을 기르는 데 초점을 두고 대학에서의 평화⋅통일교육을 개발하고자 하였다. 방법 이를 위하여 수업현장에서 대학생들이 소통 및 대인관계에 어려움을 겪는다는 점을 고려하고, 사람과 과정 중심의 평화⋅통일을 지향하는 교육을 위해 서클 프로세스와 비폭력대화를 교육 원리와 방법의 기초로 삼았다. 2015, 2018-2021년 간 인제대학교에서의 총 8개 학기 강의에 대해 실행연구를 실시하였다. 이 실행연구 결과를 토대로 ‘소통 중심 평화⋅통일교육’의 원리와 방법을 개발하였다. 결과 ‘소통 중심 평화⋅통일교육’은 ‘개인의 내면으로부터 남북한 상호 이해를 향한 여정’을 뜻한다. 내면의 지혜를 가진 동등한 존재로서 모두가 주인이 되어 안전하고 흥미롭게 배워갈 ‘평화를 만드는 행복놀이터’를 형성하는 것이다. 실행 방안은 첫째, 모두 평등한 서클 구조에서 비폭력대화에 기초한 공감 토론이다. 둘째, 북한/통일 관련 다양한 자료/질문/활동을 통해 자신 및 타인과의 공감 소통을 체득하는 실천적 배움과 함께 창의성, 리더십, 협동심이 발휘되도록 한다. 셋째, 감사와 회복적 성찰로 자존감, 효능감을 키운다. 결론 이를 통해 교수자가 안내자로서 수업내용과 방향을 제시하고, 이를 학습자들과 (재)구성해가는 과정에서 평화를 만들고 체험하며 모두 함께 평화시민으로 성장해간다. 본 연구가 남남갈등 및 남북갈등 해결을 위한 미래세대의 소통 역량을 키우는 데 기여할 것으로 기대된다.

Does nonviolent communication education improve empathy in French medical students?

ObjectivesTo evaluate the impact of nonviolent communication (NVC) training on five aspects of medical students' empathy skills using implicit and explicit measures. Methods312 third-year French medical students were randomly allocated to an intervention group (n = 123) or a control group (n = 189). The intervention group received 2.5 days of NVC training. For each group, empathy-related skills were measured implicitly using three cognitive tests (Visuo-Spatial Perspective Taking, Privileged Knowledge, Empathy for Pain evaluation) and explicitly using two self-rating questionnaires (Jefferson Scale of Physician Empathy, Empathy Quotient). Both groups completed tests and questionnaires before (pre-test) and three months after training (post-test). Responses were collected via online software, and data were analyzed using paired linear mixed models and Bayes Factors. ResultsWe found a significant increase in the Jefferson Scale of Physician Empathy (JSPE) score between pre- and post-tests in the intervention group compared to the control group (linear mixed models: 0.95 points [0.17, 1.73], t(158) = 2.39, p < 0.05), and an expected gender effect whereby females had higher JSPE scores (1.57 points [0.72, 2.42], t(262) = -3.62, p < 0.001). There was no interaction between these two factors. ConclusionsOur results show that brief training in nonviolent communication improves subjective empathy three months after training. These results are promising for the long-term effectiveness of NVC training on medical students' empathy and call for the introduction of NVC training in medical school. Further studies should investigate whether longer training will produce larger and longer-lasting benefits.

Building Culturally Competent Practice with Sexual and Gender Minorities Using Nonviolent Communication

Psychiatric-Mental Health nurses can build cultural competence when caring for clients who are Sexual and Gender Minorities (LGBTQIA+) in the following ways: by learning how health care pathologized core aspects of Sexual and Gender Minorities’ (SGM) identities; by understanding historical and current SGM minority stressors and consequent health disparities and inequities; and by framing health disparities and inequities as forms of cultural violence. To begin building trust among SGMs and health care providers, trust damaged by cultural violence and stigma, nurses can implement the Nonviolent Communication Process in clinical settings.

The potential for applying “Nonviolent Communication” in conservation science

AbstractThe role of a conservation scientist has never been more challenging. Amidst the rapid degradation occurring across Earth's natural ecosystems and the loss of biodiversity and ecosystem services, conservation scientists must learn new and effective ways to build trust and engage with the wider community. Here, we discuss the potential utility of a particular communication technique, Nonviolent Communication (also known as Compassionate Communication or Collaborative Communication), in conservation science. Nonviolent Communication is a structured form of communication, developed in the 1960s by Dr. Marshall Rosenberg, that seeks to foster interpersonal understanding and connection through communication of judgment‐free observations, recognition of people's feelings, needs and values, and requests for specific actions to meet those needs. It has delivered positive outcomes in diverse fields such as prisoner reform, health science, and social work, and holds great promise for conservation applications. While there is no single communication strategy that resonates with all people, we argue that Nonviolent Communication could be used by conservation scientists and practitioners when communicating with colleagues, politicians, and the general public about important and sometimes contentious environmental issues.

Teacher and administrator perceptions of peace education in Milwaukee (US) Catholic schools

ABSTRACT Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.

The hidden faces of school-based violence

School is an essential place of life for children and adolescents. Like society as a whole, this institution is increasingly exposed to a context of multiple forms of violence, while itself being a source of more or less visible violence. To get out of this school violence, it is necessary to distinguish its hidden sides and to rethink the school as a central place for learning non-violent communication.