Reference Type: Book Section
REFERENCE LIST:
Albee, George W. (1)
Reference Type: Book Section
Record Number: 60
Author: Albee, George W.
Year: 1967
Title: The relation of conceptual models to manpower needs
Editor: Cowan, E.L.; Garner, E.A.; ., M. Cox
Book Title: Emergent Approaches to Mental Health Problems
City: New York
Publisher: Appleton-Century-Crofts,
Short Title: The relation of conceptual models to manpower needs
Keywords: Rosenberg Influences
NVC Theory
Notes: Refereence from Rosenberg, Marshall B. "Community Psychology as Applied by a Clinician" in Social Change: Ideas and Applications. Vol. 1, no. 2, p. 3-4, January 1971
Alternatives to Violence Program (1)
Reference Type: Report
Record Number: 40
Author: Delahanty, Frances
Year: 2004
Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project
Institution: Pace University
Type: Review
Short Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project
Keywords: AVP
Alternatives to Violence Program
Notes: Includes references
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Effectiveness%20of%20Alternatives%20to%20Violence%20Project.doc
Anger (2)
Reference Type: Personal Communication
Record Number: 41
Author: Leu, Lucy
Year: 2004
Title: Freedom Project-Quarterly Workshops
Recipient: Caruso, Thomas
Description: Word Document
Date: January 31
Type: Project Description
Short Title: Freedom Project-Quarterly Workshops
Keywords: Basics
Anger
Workshops
Training Description
Project Descriptions
Connecting
Reconciliation
Community
Notes: Prepared for NVC in Prisons proposal submitted to Centers for Disease Control and Prevention in Feb. 2004.
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Freedom%20Project-Quarterly%20Workshops-Leu013104.doc
Reference Type: Personal Communication
Record Number: 42
Author: Leu, Lucy
Year: 2004
Title: Freedom Project-Weekly Practice Sessions
Recipient: Caruso, Thomas P.
Description: Word Document
Date: January 31
Type: Project Description
Short Title: Freedom Project-Weekly Practice Sessions
Keywords: Community
Anger
Return to Life Outside Prision
Self-awareness
Presence
Compassion
Notes: Provided as part of proposal to Centers for Disease Control and Prevention submitted in February 2004.
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Freedom%20Project-Weekly%20Practice%20Sessions-Leu013104.doc
Assessment (3)
Reference Type: Thesis
Record Number: 53
Author: Blake, Susan M
Year: 2002
Title: A Step Toward Violence Prevention: Non-Violent Communication as Part of a College Curriculum
Academic Department: Department of Communication
City: Boca Raton, Florida
University: Florida Atlantic University
Number of Pages: 122
Advisor: Mulvaney, Becky
Thesis Type: Master of Arts
Short Title: A Step Toward Violence Prevention: Non-Violent Communication as Part of a College Curriculum
Keywords: Assessment
Training Description
NVC in Schools
Higher Education
Abstract: Structural hierarchies are deeply embedded in institutions such as our educational system. It can be argued that this type of model reinforces an aggressive worldview and fosters an atmosphere of violence. Teaching students to communicate compassionately should promote empathy, discourage verbal aggression and reinforce a more peaceful worldview. To accomplish this, educators need a means of replacing hegemony that assumes hierarchy and aggressive conflict are inevitable. Marshall Roaenberg's (200 1) Nonviolent Communicatrbn (NVC) may provide educators with an appropriate tool. Rosenberg's model counters the prevailing hegemany making it an ideal candidate to explore in relation to these issues. This paper examines the impact of adding an NVC workshop to two types of communication courses and whether Rosenberg's modd wauM be a u&ul addition to a college cumculurn.
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/Blake2002-MAThesis.pdf
Link to PDF: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/Blake2002-MAThesis.pdf
Reference Type: Report
Record Number: 1
Author: Cunningham, Renie
Year: 2003
Title: Respectful Communication Training: Final Evaluation Report
Series Editor: Solutions, CEISS Research & IT
City: British Columbia, Canada
Institution: Employee Learning Services, British Columbia Public Service Agency
Pages: 1-84
Date: March 12
Type: Training Assessment
Short Title: Respectful Communication Training: Final Evaluation Report
Keywords: Assessment
Delivery
Effectiveness
Relevance
Introductory Workshop
Abstract: The purpose of this evaluation report is to present the results of the evaluation of the training program known as Respectful Communication, which is a series of training activities based on the Nonviolent Communication (NVC) process developed by Dr. Marshall Rosenberg. The intended outcomes of the training are to acquire and enhance the NVC skills, gain experience in using the skills to integrate them into regular communication behaviour, and enhance use of the skills in the workplace. If these outcomes are achieved, the training is expected to have the following impacts: enhanced ability to understand and respond effectively to others; enhanced ability to discover and help meet the needs of others; and enhanced ability to communicate intentions, ideas & feelings openly and directly. This evaluation addressed issues pertaining to training delivery, training effectiveness and relevance. Training delivery and training effectiveness were addressed using existing evaluation data that had been previously collected during the training sessions. Relevance was addressed by assessing the extent to which Respectful Communication training supports the BC public service visions and values statements, and addresses the core competencies of listening, understanding and responding; teamwork and cooperation; service orientation; and integrity.
This evaluation was not able to fully address all evaluation issues due to limitations in the available data. For instance, although information was collected from practice group participants on the extent to which the skills were used in the workplace, this information was not collected from participants of the three-day workshops, or the ten-day training components. This limits the ability to address the issue, as there is relevant data only for some sessions and not for others. In addition, the lack of comparable data for different types of sessions means that the effectiveness of the different methods of training could not be compared. Without comparable data from each session, we cannot determine if all methods are effective, whether there are differences in effectiveness between methods, or whether some combinations of training methods are more effective than others.
At the time of this evaluation, only about ten percent of the 600 plus individuals who attended the introductory workshop had taken additional training in this series. To get the full value from the training, it is expected that learners need to take at least one of the more intensive training components. Of the few who went on for additional training, many participated in two or even all of the other three components. Given that the majority of introductory workshop participants valued the training, felt it could be applied to the workplace and that they needed more practice, it is not clear why so few went on for further training. It is possible that barriers exist to accessing the additional training. Such barriers, if they exist, would limit the potential return on the investment made in the training, as the intended outcomes would not be expected from those who only participate in the introductory workshop.
The conclusions on relevance are based on what is plausible given the nature, content and intended learning outcomes of the Respectful Communication training. It is logically plausible that training beyond the introductory workshop could enhance the competencies of listening, understanding and responding; teamwork and cooperation; service orientation and integrity, and has some relevance to the vision and values of the BC public sector. There is no information on the extent to which these intended competencies were improved, either through a pre and post-test comparison, or through a direct assessment of the learners' competencies. Nor is there information to determine whether or not Respectful Communication training has had the intended impacts on communication effectiveness within the BC public service.
This evaluation was conducted to address the requirement that Respectful Communication training be evaluated prior to determining future funding. This evaluation provides some information needed to address the funding issue, but other factors should be considered, since there was limited data available to assess the impact of the training on the workplace and to assess the effectiveness of the different methods of delivery. The implications of the amount of training required, in terms of time off work, the extended period of time required before results can be expected in the workplace, and the cost of training employees beyond the introductory level, must be factored into the decision about whether or not Respectful Communication training is a cost effective way to meet the training needs that it is intended to address.
Notes: The report was prepared for the Public Service Employee Relations Commission (PSERC), Employee Learning Services for their information and use. The report was not published nor distributed outside of PSERC. Respectful Communication is no longer being delivered through the BC Public Service Agency. I trust this information will be helpful.
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/RespComm%20Final%20Report/RespComm%20Final%20Report%20with%20appendixes.pdf
Author Address: Leadership & Learning Centre
BC Public Service Agency
Phone: 250-356-7202
Fax: 250-387-0749
Email:
Website: www.bcpublicservice.ca/learning
Mailing Address: PO Box 9404 Stn Prov Govt
Victoria BC V8W 9V1
Location: 3rd floor, 810 Blanshard
Victoria BC V8W 2H2
Reference Type: Report
Record Number: 32
Author: Hart, Sura
Year: 2004
Title: Pacifica-NVC Pilot Project: January 2004-June 2005
City: Los Angeles, CA
Institution: Center for Nonviolent Communication
Date: January 13
Type: Project Proposal
Short Title: Pacifica-NVC Pilot Project: January 2004-June 2005
Keywords: Project Proposal
Assessment
Training Project
Notes: Ages 5-12
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Schools/Project%20Proposals/Pacifica%20Pilot%20Project/Proposal-Pacifica%20Project%20011304.doc
Assessment Tool (1)
Reference Type: Personal Communication
Record Number: 36
Author: Kashtan, Inbal
Year: 2003
Title: Pre- and Post-NVC Parenting Workshop Assessment Questionaire
Recipient: Caruso, Thomas P.
Description: Questionaire
Date: December 31
Type: Assessment Tool
Short Title: Pre- and Post-NVC Parenting Workshop Assessment Questionaire
Keywords: NVC in Parenting
NVC Workshops
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Parenting/Assessment%20Tools/Assessment-Parenting-Kashtan.doc
AVP (1)
Reference Type: Report
Record Number: 40
Author: Delahanty, Frances
Year: 2004
Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project
Institution: Pace University
Type: Review
Short Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project
Keywords: AVP
Alternatives to Violence Program
Notes: Includes references
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Effectiveness%20of%20Alternatives%20to%20Violence%20Project.doc
Baran, Gary (3)
Reference Type: Journal Article
Record Number: 46
Author: Baran, Gary
Year: 1998
Title: Speaking Giraffe Language
Journal: Peace Review
Volume: 10
Issue: 4
Pages: 533-538
Short Title: Speaking Giraffe Language
Keywords: Linguistic violence
Giraffe language
Abstract: Linguistic violence is violence in the use of language. That would include what we say and how we say it, and its implications. Lying or other misleading language, slander, and malicious gossip could be viewed as linquistic violence. They often do violence to the social fabric, undermine trust, and cause harm in various ways. Shouting into someone's face (especially in situations in which this could predictably escalate into physical violence), name calling, and not allowing others a fair opportunity to be heard could also be regarded as linguistic violence. Some linguistic violence of this sort is obviously intentional, but much linquistic violence is merely habitual and may even seem innocuous. What follows will focus on forms of linquistic violence that are often not seen as such, and on alternatives to such linguistic violence.
Notes: Gary Baran has hard copies
Author Address:
Reference Type: Personal Communication
Record Number: 19
Author: Baran, Gary
Year: 2000
Title: International Intensive Training Evaluation Summary
Recipient: Board, CNVC; Rosenberg, Marshall
Description: Results from the evaluation we recently did, in which we solicited feedback from everyone who has attended an IIT.
Date: September 8
Type: Survey Report
Short Title: International Intensive Training Evaluation Summary
Keywords: Survey
Project Report
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/IIT%20Assessment/Survey%20Report-IIT%20Assessment.doc
Reference Type: Journal Article
Record Number: 47
Author: Baran, Gary
Year: 2000
Title: Nonviolent Communication: An Important Component in Personal and Nonviolent Social Change
Journal: The Acorn (Journal of the Gandhi-King Society)
Volume: 10
Issue: 2
Pages: 42-48
Date: Spring
Short Title: Nonviolent Communication: An Important Component in Personal and Nonviolent Social Change
Notes: Gary Baran has copies
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Usage/Baran2000-TheAcorn.pdf
Author Address:
Basics (1)
Reference Type: Personal Communication
Record Number: 41
Author: Leu, Lucy
Year: 2004
Title: Freedom Project-Quarterly Workshops
Recipient: Caruso, Thomas
Description: Word Document
Date: January 31
Type: Project Description
Short Title: Freedom Project-Quarterly Workshops
Keywords: Basics
Anger
Workshops
Training Description
Project Descriptions
Connecting
Reconciliation
Community
Notes: Prepared for NVC in Prisons proposal submitted to Centers for Disease Control and Prevention in Feb. 2004.
URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Freedom%20Project-Quarterly%20Workshops-Leu013104.doc
Baum, Katrina (1)
Reference Type: Report
Record Number: 51
Author: DeVoe, Jill F.; Peter, Katharin; Kaufman, Phillip; Miller, Amanda; Noonan, Margaret; Snyder, Thomas; Baum, Katrina
Year: 2004
Title: Indicators of School Crime and Safety: 2004
City: Washington, DC
Institution: National Center for Education Statistics, U.S. Department of Education
Bureau of Justice Statistics, U.S. Department of Justice
Pages: 189
Date: November
Type: Statistics Report
Short Title: Indicators of School Crime and Safety: 2004
Report Number: NCES 2005-02
Keywords: NVC in Schools
Violence Assessment
Statistics
Abstract: For youth to fulfill their potential in school, schools should be safe and secure places for all students, teachers, and staff members. Without a safe learning environment, teachers may have difficulty teaching and students may have difficulty learning. Gauging the safety of the school environment, however, may be difficult given the large amount of attention devoted to isolated incidents of extreme school violence nationwide.
Ensuring safer schools requires establishing good indicators of the current state of school crime and safety across the nation and periodically monitoring and updating these indicators. Indicators of School Crime and Safety is designed to provide an annual snapshot of specific crime and safety indicators, covering topics such as victimization, fights, bullying, classroom disorder, teacher injury, weapons, and student perceptions of school safety. In addition to covering a wide range of topics, the indicators are based on information drawn from a wide range of sources, including surveys of students, teachers, and principals, and data collections by federal departments and agencies such as the National Center for Education Statistics (NCES), the Bureau of Justice Statistics (BJS), the Federal Bureau of Investigation (FBI), and the Centers for Disease Control and Prevention (CDC).
URL: http://nces.ed.gov/pubs2005/2005002.pdf
Beck, Simon R. (1)
Reference Type: Thesis
Record Number: 49
Author: Beck, Simon R.
Year: 2005
Title: Developing Nonviolent Communication: An Integral Approach
Academic Department: Department of Educational Psychology and Leadership Studies
City: Victoria
University: University of Victoria
Number of Pages: 105
Advisor: Rosenroll, David de
Thesis Type: Masters
Short Title: Developing Nonviolent Communication: An Integral Approach
Keywords: NVC Theory; Integral Theory; Spiral Dynamics; Chaos Theory; Neuroscience; Interviews; Training Methods; NVC Consciousness
Abstract: This project explores aspects of a communication model called Nonviolent Communication (NVC) used in conflict resolution, counselling and education. The basis of this model is empathic connection and the development and skilled use of four key concepts: observations, feelings, needs and requests. A challenge of using this model is to integrate the process into a consciousness rather using it as a technique. This project investigates questions that arose from considering the teaching, knowledge, process and development of this 'consciousness'.