- get involved
- celebrate marshall
- NVC Research
- NVC in Schools
- CNVC Project in Africa
- CNVC Project in Eastern Europe
- CNVC Project in Asia
- Lusophone Project
- CNVC Freedom Project (Prisons)
- CNVC Social Change Project
- The Restorative Justice Project
- find a trainer
- find supporters
- find practice groups
- find organizations
- learn nvc
- training schedule
- find trainers
- find trainers map
- Selected Trainer Annual Reports
- nvc family camps
- guidelines for sharing nvc
- NVC Apps for Smartphones
- international intensive trainings (IITs)
- NVC STORE
A growing body of research reports, academic communications and publications on Nonviolent Communication is available for you to read.
We have gathered a large amount of information, including published journal articles, magazine articles, email, reports, and other communications related to research done to investigate the effects of NVC on violence, learning and other possible outcomes in various settings, including schools, parent-child settings, prisons and juvenile detention residences, etc. This allows others with interest in NVC research to easily search, identify, and obtain this information. This is especially important considering the fact that most of the work done to investigate the significance of NVC has not been formally published but exists in reports and dissertations that are not easy to identify or obtain.
- Alejandra Suarez, Dug Y. Lee, Christopher Rowe, Alex Anthony Gomez, Elise Murowchick, Patricia L. Linn (2014)
Freedom Project Nonviolent Communication and Mindfulness Training in Prison
Freedom Project trains prisoners in nonviolent communication and meditation. Two complementary studies of its effects are reported in this article. The first study is correlational; we found decreased recidivism rates among prisoners trained by Freedom Project compared with recidivism rates in Washington state. The second study compared trained prisoners with a matched-pair control group and found improvement in self-reported anger, self-compassion, and certain forms of mindfulness among the trained group. Ratings of role-plays simulating difficult interactions show increased social skills among the group trained by Freedom Project than in the matched controls.
- Marlow, Elizabeth, Nyamathi, Adeline, Grajeda, William T., Bailey, Newt, Weber, Amanda and Younger, Jerry (2012)
- Nonviolent Communication Training and Empathy in Male Parolees Journal Correctional Health Care January 2012 18: 8-19, first published on November 17, 2011
- Cox, E. and Dannahy, P. (2005).
- "The value of openness in e-relationships: using Nonviolent Communication to guide online coaching and mentoring." International Journal of Evidence Based Coaching and Mentoring 3(1): 39-51.
- Sears, Melanie S.(2013)
- Nonviolent Communication: Application to Health Care. A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Transpersonal Psychology, International University of Professional Studies, Maui Hawaii, 2013.
- Juncadella, Carme Mampel (2013)
- What is the impact of the application of the Nonviolent communication model on the development of empathy? Overview of research and outcomes. MSc in Psychotherapy Studies School of Health and Related Research, University of Sheffield: 142
- Shen, Sherry (Chen Yu) (2013)
- Mindful practices for the health promotion and empowerment of institutionalized youth and young adults in Peru Master Internship Report, Master of Public Health, Mel and Enid Zuckerman College of Public Health (MEZCOPH), The University of Arizona Thesis. Consent Forms
- Branscomb, Jane ( 2011)
SUMMATIVE EVALUATION OF A WORKSHOP IN COLLABORATIVE COMMUNICATION M.A. Thesis, Rollins School of Public Hdealth of Emory University.
A Collaborative Communication workshop was evaluated for effectiveness in furthering targeted skills, intentions, behaviors and outcomes. Based on Nonviolent Communicationsm (NVC), the workshop seeks to enhance wellbeing by fostering intra- and interpersonal relationships of compassion, connection, collaboration and caring. Evidence indicates that success could also help reduce the burden of depression, suicide, violence, and other concerns.
- Young, Lissa (2011). PhD Thesis, Clinical Psychology, University of Massachusetts Boston
- The Expression of Nonviolence in Communication and its Relation to Physical and Mental Health: Development and Validation of a Coding System for Measuring the Expression of Nonviolence in Communication between Intimate Partners in Conflict Situations: This pilot study was the second part of a program of research designed to address a dearth of literature on nonviolence in communication and the lack of a valid measure of the expression of nonviolence in communication. This study used qualitative responses to a single scenario portraying a conflict situation between intimate partners to develop a coding scheme to measure the expression of nonviolence in communication.
- Jones, Suzanne (2009)
- Traditional Education or Partnership Education: Which Educational Approach Might Best Prepare Students for the Future? MA Thesis, Communication, San Diego, California. USA. San Diego University: 203.
- Little, Marion (2008)
- Total Honesty/Total Heart: Fostering empathy development and conflict resolution skills. A violence prevention strategy. MA Thesis, Dispute Resolution, Victoria, B.C. Canada. University of Victoria: 286.
- Nash, A.L. (2007)
Case Study of Tekoa Institute: Illustration of Nonviolent Communication Training’s Effect on Conflict Resolution.
MS Sociology. Virginia Polytechnic Institute and State University, Blacksburg, Virginia: 40
- Hulley, W. C. (2006).
- Mindful Counseling: Nonviolent Communication as a Mahayana Skillful Means. Department of Religious Studies. Boulder, Colorado, USA, Naropa University. Master of Divinity: 78.
- Jones, R. (2005).
- Understandingthe nature of empathy: A personal perspective. Counseling and Psychotherapy. MA Thesis,Counseling and Psychotherapy, London, University of East London: 64.
- Beck, S. R. (2005).
- Developing Nonviolent Communication: An Integral Approach, MA Thesis, Dept. of Educational Psychology and Leadership Studies, University of Victoria, Victoria, British Columbia, Canada: 105 pages.
- Blake, S. M. (2002).
- A Step Toward Violence Prevention: Non-Violent Communication as Part of a College Curriculum. MA Thesis, Department of Communication. Boca Raton, Florida, Florida Atlantic University: 122.
- Steckal, D. S. (1994).
- Compassionate Communication and Levels of participant Empathy and Self-compassion. PhD Thesis, United States International University Library. San Diego, CA.
- Danielsen, G. (2005).
Meeting Human Needs, Preventing Violence: Applying Human Needs Theory to the Conflict in Sri Lanka. Course Essay, Buenos Aires, Universidad del Salvador: 21.
ALL references to this paper should be referred to G. Danielsen (gertico [at] yahoo [dot] no) beforehand, since some quotations in the paper have not yet been authorized by the person quoted.
- Burleson, Molly, Martin, Monique and Lewis, Rashunda(2012)
Assessing the Impact of Nonviolent Communication: An Outcome Evaluation (PDF, 1.5 MB)
In 2009, Mark Feinknopf and Cynthia Moe of Sacred Space Inc, were yearning for data that would quantify the profound and transformative possibility that Nonviolent Communication consciousness can provide in peoples’ lives and in 2012 Faye Landey and Jeff Joslin joined the Atlanta EVAL Team. They collaborated with a student team from Emory University’s Rollins School of Public Health to begin building such data. That effort laid the groundwork for an actual science-based study.
During early 2010 the four wrote a six-hour NVC basics course called Collaborative Communication. Eight Certified Trainers delivered this course to 108 participants. 2011’s efforts were focused on more qualitative-focused data collection in companionship with Emory students Rashunda Lewis, Monique Martin, and Molly Burleson. Responses were gathered from 80 participants via electronic survey and from 9 who gathered in a focus group.
The results of this study verified that Nonviolent Communication can and does enhance the ability to Work together and live together with more vitality and harmony, handle conflict, and respond to others with more interest and understanding
- Altmann, Tobias (2010)
Evaluation der Gewaltfreien Kommunikation in Quer- und Längsschnittdaten, Universität Leipzig, August 2010 (PDF, 2,25 MB)
Muth, Cornelia (Hrsg.): Dann kann man das ja auch mal so lösen! — Auswertungsinterviews mit Kindern und Jugendlichen nach Trainings zur Gewaltfreien Kommunikation, ISBN 978-3-8382-0120-7, 140 S., Paperback, 24,90 EUR
- Riemer, Donna (2009)
- Title: Creating Sanctuary: "Reducing Violence in a Maximum Security Forensic Psychiatric Hospital Unit" In IAFN "On The Edge" Spring 2009.
- Riemer, D. and Corwith, C. (2007)
- Application of core strategies: reducing seclusion & restraint use. On The Edge. The official news letter of the International Association of Forensic Nurses. Volume 13. Number 3, 7-10. Fall 2007
- Costetti, Vilma(1998—1999)
Nonviolent Communication Experimental Project in Primary Schools (PDF 143K)
The purpose of this work is to introduce and discuss the results of an international project which has taken place, among many others, in three schools near Reggio Emilia, Italy.
The experiment has involved schools in Italy, Serbia, the Palestinian Authority and Israel; the aim was to improve the relationships among individuals within the schools, through the application of the Nonviolent Communication Model created by Professor Marshall B. Rosenberg.
This work will not explore the international context of the project, rather it will try to determine whether the application (teaching and learning) of the Nonviolent Communication Model has actually modified and improved communication patterns within the Italian schools and if so, to what extent.
- Savic, Nada Ignjatovic (1996)
- MUTUAL EDUCATION: GIRAFFE LANGUAGE IN KINDERGARTENS AND SCHOOLS. The report on the realisation of the Project October 1995 - June 1996 In the Federal Republic of Yugoslavia. Institute of Psychology at the Faculty of Philosophy Belgrade University
- Steckal, D. S. (1994).
- Self-Other Empathy Survey.
An NVC Research Workgroup meets on Facebook at www.facebook.com/groups/NVCresearch/. This Workgroup discusses research activities of its members, and are developing collaborations to pursue research funding for research in schools and prisons. Members include:
Thomas P. Caruso, PhD, Director of Research Initiatives, Virginia Tech, Virginia, USA
Gerald Cirrincione, MS in Statistics, San Diego, California, USA
Jane Connor, PhD, Director, Div of Human Development, Binghamton University, New York, USA
Frances Delahanty, PhD, Associate Professor of Psychology, Pace University, New York, USA
Patricia Dennahy, PhD, Touchstones, UK
Itamar Harrari, PhD, H.E.A.R.T. in Education, California, USA
Sura Hart, NVC in Schools Project, CNVC, California, USA
William C. Hulley, MBA, MDiv, private practice in couples and family therapy, Boulder, Colorado, USA.
Jim Hawdon, Associate Professor of Sociology, Virginia Tech, Virginia, USA
Robert Jones, MA, Psychotherapist, UK
Suzanne Jones, PhD Candidate, Communications, San Diego State University, San Diego, California, USA. NVC relationship to other communication techniques.
Havva Kök, PhD, Assistant Professor, Department of International Relations, Hacettepe University, Beytepe, Ankara, Turkey. NVC in political conflict resolution. www.ir.hacettepe.edu.tr
Marion Little, Masters Student in Dispute Resolution, Victoria BC, Canada
Roxanne Manning, PhD, Clinical Psychologist, North Carolina, USA
Kit Miller, BayNVC, California, USA www.baynvc.org
Felix Rauschmayer, PhD, Centre for Environmental Research, Leipzig, Germany. NVC (and sociocracy) in public decision processes.
Paul Rentz, PhD, Clinical Assistant Professor of Psychiatry, University of South Dakota, South Dakota, USA
John Ryan, PhD, Professor and Head of Sociology, Virginia Tech, Virginia, USA
Don Shoemaker, PhD, Professor of Sociology, Virginia Tech, Virginia, USA
Fred Sly, Psychology Doctoral Student, CA, BayNVC, California, USA
Cindy Vian, MS Candidate (anticipated May 2007) in Community Mental Health Counseling, Southern New Hampshire University, Milwaukee, Wisconsin, USA.
Wendy Webber, Founder, Vermont Peace Academy, NVC in schools and incarceration rehabilitation. www.vermontpeaceacademy.org
Lissa Young, PhD, Clinical Psychology, Private Practice, Canton, MA, USA. NVC in psychology--developing empirically-based measure(s) of NVC for use in research, clinical, and educational settings.
If you are interested in participating in the NVC Research Workgroup,with your interest and a brief description of your background and interests in NVC research. He will distribute that email to the group and include you in the mailing list, and you can then join in on monthly teleconferences (now at 3 PM New York time on the first Friday of the month).
NVC Research Workgroup Listserve
There is an official listserv for our use as the NVC Research Workgroup. http://groups.yahoo.com/group/NVCresearch/
This compendium provides researchers and prevention specialists with a set of tools to assess violence-related beliefs, behaviors, and influences, as well as to evaluate programs to prevent youth violence. If you are new to the field of youth violence prevention and unfamiliar with available measures, you may find this compendium to be particularly useful. If you are an experienced researcher, this compendium may serve as a resource to identify additional measures to assess the factors associated with violence among youths.
Thanks to Ray Taylor for this research found on the web. CNVC has not vetted these works, unless you see them on this page.
Contributions can be made to CNVC to support the NVC Research projects. (See the donation page.) Presently we are looking for funds to support:
(1) a study of the use of NVC to train counselors in a juvenile detention residence, and
(2) an “NVC in Schools” study at Perkins Elementary, San Diego, CA.
Contributions of Research
NVC-related research reports, papers and other publications, links useful for NVC researchers, and research-related communications, can be sent to me (Tom Caruso:
, Skype ID: TCaruso2) for posting in the database. That’s the task I have taken here, and I find it highly valuable to our community, meeting my needs for contribution and connection to others interested in research.