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The Nonviolent Communication Program (NVC): the innovative step to combat prison violence

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The Nonviolent Communication Program (NVC): the innovative step to combat prison violence

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Content Running head: THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 1
The Nonviolent Communication Program (NVC):
The Innovative Step to Combat Prison Violence
Olga Panarina
Doctoral Capstone Project
Doctor of Social Work
University of Southern California
December 201 8
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 2
ABSTRACT
The Grand Challenge “Promoting Smart Decarceration” does not only encourage to take
simple steps to decrease the prison population but it also attempts to target the never-ending high
recidivism rate through innovative prison programs. The principle steps to challenge this ancient
problem are to evaluate the current prison rehabilitation process. What is found is that prison
environment continues to be the number one influence of this vicious correctional cycle. The
prison population spends their time as warehouse products, without taking even the simplest
steps towards reentry preparation. One strong constituent against rehabilitation is the prison
violence. The normalization and the ignorance of this barrier is harming the incarcerated, the
correctional staff, and the communities. The Nonviolent Communication Program (NVC) is an
innovative program developed using a compassionate and empathic ways to provide conflict
resolutions. The process calls for identifying feelings and needs that influence behavior from
observing or encountering difficult situations. The NVC program developed specific 12 concepts
that are utilized to enhance communication and conflict resolution skills in order to avoid violent
responses. This is the first and innovative step to teach the prison population about an alternative
way to deal with challenging circumstances: the step that has not only a potential to improve the
prison environment for all involved but also to help people keep themselves out of prisons.

THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 3
EXECUTIVE SUMMARY
The end of the mass incarceration era has turned into a social work opportunity to
challenge not only the criminal justice and correctional system but also to impact those affected
by those systems. In other words, the habitual behavior of recidivism, the blame that the prison
environment has limited someone in progressing in society upon their release, and the sole role
of prisons as a warehouse for people is coming to an end. Depending on the severity of the
criminal behavior (including repeat criminal behavior) since the 80’s, there has been an
overwhelming use of incarceration as a deterrent, without addressing issues of rehabilitation, re-
entry, costs of incarceration, and deterrence. The Grand Challenge, Promote Smart
Decarceration, speaks to this challenge and aims to stimulate applied policy and behavioral
intervention research as well as promote public safety and public health
(https://csd.wustl.edu/items/decarceration/).
The right way to take advantage of this opportunity is to narrow where the attention is
needed the most. This project focuses on the intersection of the prison environment and prisoners
in terms of behavior that is normalized. One behavior that continues to be normalized is
violence. The impact that prison violence has on the prison population, on the staff, and on the
community can no longer be ignored, and the normalization must stop. One way to stop this
attitude is to implement an evidence-based treatment for the high security prisons called
Nonviolent Communication Program (NVC).
NVC is designed to challenge the generational acceptance of violent behavior. It is
founded on the language of compassion and empathy, something that is significantly lacking
within the prison population. It targets criminal thinking and dealing with every day life
situations, not only in prisons but also in the community and focuses on practicing alternative
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 4
forms of positive communication. Offering a new way of conflict management, resolution and
communication creates a different prison experience for many, including offenders and staff.
What makes NVC innovative is its approach in dealing with every day challenging
situations, such as potential conflicts with cellmates, staff, or probation/parole officer: a very
common scenario for the criminal justice population. This innovative model can be implemented
in different types of correctional facilities, e.g. maximum, high, medium, and minimum-security
prisons, as well as halfway houses. While this paper addresses the introduction of the NVC in a
Federal high security facility, with inmates who not only serve time for violent offenses but also
have a long history of disciplinary incidents while incarcerated, it is adaptable to State and
County correctional centers as well. It is also adaptable for use by the general prison population
that does not meet current criteria for inclusion in the mental health treatment program. This
adaptability highlights NVC as a disruptive innovation.
The NVC pilot project was implemented within the federal prison system at the high
security facility back in September 2018. The launch followed thorough steps, including program
presentation to the prison administration, facility evaluation as the initial implementation site,
followed by the recruitment and the selection process of the potential participants. The initial
pilot focused on conducting a 12-weeks treatment program offered to those with violent history
while incarcerated and a projected release date within five to seven years. Following its launch,
the program had an opportunity to evaluate possible obstacles that will require further
modifications for future classes. The communication strategy mainly consists of verbal
presentation. This strategy will continue to be utilized to provide prison administration with all
the necessary details regarding project’s success and the areas that need additional attention and
support from the administration. The project continues to demonstrate its ability to be a
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 5
disruptive innovation that targets prison violence within high security prisons with a bigger
mission to promote smart decarceration.
With the Federal Correctional Complex (FCC) in Florence, Colorado as the initial site for
the pilot study, NVC has an opportunity to be included in the National Program Directory for the
Federal Bureau of Prisons. Pilot study results will be presented to the executive staff for the
review, following the recommendation to include NVC as a standard of practice in dealing with
the prison violence nationwide.

THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 6
CONCEPTUAL FRAMEWORK
Statement of the Problem
There is no longer doubt that mass incarceration and the social justice crisis that followed
impacts the criminal justice system in the United States and challenges us to rethink our
overreliance on incarceration as a deterrence to crime and assurance that the public will be safe.
As the result, in 2015, President Obama became the first President to visit the federal
correctional facility in Oklahoma City, a medium-security prison. Baker (2015) noted that the
focus of the President’s speech, following his visit, shed light on the importance and the need for
second chances, available resources, and overall community support. In other words, men and
women who made mistakes in their lives, leading to their imprisonment, should be offered an
opportunity to start over or at least be able to rebuild their lives after their release with the help
from the system: a system that is designed for success instead of a failure.
The call for correctional reform comes from the final admittance of the current system’s
failure. The system that does not protect or improve the public’s safety, does not help with
prisoner reintegration, and does not reduce the recidivism rate. In fact, high recidivism rates
continue to be mentioned every time the United States focuses on criminal justice reform. Most
recent data indicates that among state prisoners, the five-year recidivism rate is at 76%, while for
federal prisoners it is at 44% (Zoukis, 2017). These numbers have dominated the media for the
past several years and continue to push for the golden answer on how to bring these numbers to a
low.
Literature and Practice Review of Problem and Innovation
But why would society be worried about someone with an extensive prison record? The
challenge of the prisoner rehabilitation, mass incarceration, high recidivism rates, economic
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 7
costs, litigation resulting in court ordered prison reform including reduction in the prison
population and economic and social problems impacting communities upon re-entry of inmates,
led to the Grand Challenge, “Promote Smart Decarceration”. This challenge builds on the
opportunity to gather scholars, researchers, and activists to tackle the issue as a group and
explore possible and innovative solutions (Uehara et al., 2015). The challenge not only confronts
the current issues but also encourages shifting the focus of our approach from solution to
prevention (Uehara et al., 2015). In reference to the incarcerated population, the movement
inspires to keep and increase the community resources for those re-entering the community but
also to commence the rehabilitation from the first day anyone enters the criminal justice system.
Public safety. Above all, the smart decarceration potentially creates a newer and more
efficient way to maximize public safety. A recent study published by the Vera Institute of Justice
summarizes that there is no correlation between mass incarceration and a lower crime rate
(Stemen, 2017). In fact, factors that contribute to the lower crime rate include an aging
population, higher employment, and higher graduation rates among those released from prisons,
and policy changes (Stemen, 2017). Furthermore, smart decarceration can improve the lives of
millions of people and their families impacted by the criminal justice system. Stemen (2017)
highlights that mass incarceration increases the potential for children of incarcerated parents to
live in poverty and engage in delinquent behavior, resulting in joining the incarceration statistics
(“pipeline to prison”). These findings demonstrate how far mass incarceration has spread, further
then the prison walls.
Vulnerable population. Smart decarceration aims to end mass incarceration, thereby
decreasing the prison population as well as seek policies, implementation of laws and practices
that commit to decreasing disproportionality and the discrimination of minority groups, people in
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 8
poverty, and mental health disparities that are the vulnerable population currently affected by the
criminal justice system (Pettus-Davis & Epperson, 2015). Though African Americans comprise
only 13% of the population in the United States, they represent 40% of the inmate population
within state and federal systems (The Pew Charitable Trusts, 2008 as cited by Pettus-Davis &
Epperson, 2015). In addition, a year prior to their incarceration one half lived in poverty, have a
history of homelessness, and face a potential of 40% decrease in income upon their release
(Wheelock & Uggen, 2006; Western & Petit, 2010; Greenberg & Rosenheck, 2008 as cited by
Pettus-Davis & Epperson, 2015). In the case of the mentally ill population, Pettus-Davis (2014)
points out that approximately 375,000 are incarcerated and close to 90% of those behind bars
have experienced extreme violence leading to a significant trauma (as cited by Pettus-Davis &
Epperson, 2015).
Health concerns. In addition to the economic and racial disparities, the mass
incarceration movement created a population with the highest health risks. According to
Epperson and Pettus-Davis (2017) the prison population is more likely to be diagnosed with
chronic health conditions, such as tuberculosis, HIV, and Hepatitis C. Psychologically, the prison
population has a 90% chance of traumatic experiences compared to the general population
(Epperson & Pettus-Davis, 2017). Without appropriate care, the rates will continue to increase
and have a potential to spread to the community. The prison system is also required to provide
health care to their inmates. The rising health concerns as noted above together with the aging
population continues to raise the economic pressures on prisons.
Social Significance
Prison environment. Since the importance and the ripple effect of smart decarceration is
evident, the question further shifts towards which parts of the criminal justice system and the
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 9
prison population are in need of the most attention. The research continues to demonstrate a
significant improvement in the recidivism-focused programs, such as education, employment and
vocational training, substance abuse treatment, and cognitive-behavioral interventions (Pettus-
Davis & Epperson, 2015). However, according to Schappell, Docherty, and Boxer (2016) there
are several crucial elements that contribute to poor adjustment to incarceration and eventually
negatively impacts transition back to the community. These include exposure to aggression,
physical victimization, and a continuous fear of victimization (Schappell et al., 2016). While
recidivism focused programs do demonstrate successful results post-incarceration, primarily
smart decarceration must address the prison environment as a whole.
Many scholars argue that prison physical conditions, such as lack of privacy, noise level,
and small personal spaces, were specifically created to make imprisonment uncomfortable
(Bierie, 2012). In fact prison environment and conditions have been the source of many
correctional lawsuits that resulted in significant changes. The California Department of
Corrections and Rehabilitation (CDCR) created a historic mental health treatment approach. And
most recently, the Federal Bureau of Prisons (BOP) opened up various new jobs at the notorious
“Alcatraz of the Rockies” (Administrative Maximum Facility in Florence, Colorado) as the result
of similar lawsuits. However, even with litigations and court ordered reforms, resulting in a
tremendous response and changes over the last few decades, much work remains to be done in
regards to the prison environment. One specific element that stays unsolved is prison violence
and the approach in dealing with it.
Prison violence. Usually, violent offenders are identified through specific correctional
classification committees that take into consideration current offenses, past offenses, and
previous sentencing reports of incarceration, if any (Steiner & Meade, 2016). Offenders then are
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 10
placed in the level of security correlated with their history of violence and supervision needed
(Steiner & Meade, 2016). However, the higher the security of the institution, the higher the
potential for violence within that institution (Steiner & Meade, 2016). One interesting reason for
not only increased violence but also for the normalization of violence is acceptance. Increased
exposure to violence creates an illusion of unpredictable, powerless, and an uncontrollable
environment, leading to a more acceptable attitude towards prison violence (Steiner & Meade,
2016). As a result, the circle of prison violence continues without any attempt to break the cycle.
In fact, such dangerous ignorance creates a generational acceptable attitude within juvenile
offenders. Simply put, perceived inevitable circumstances prevent attempts for changes.
Juvenile perception of prison violence. The importance and the need to break the prison
violence cycle lies within the previously mentioned acceptable generational attitude in the prison
population. Whiteside and Bond (2017) conducted a qualitative research with the juvenile
population. Their research identified reasons for prison violence come from previous violent
experience within the community, a way of standing and protecting the ground, and as a way to
remain safe throughout the prison sentence (Whiteside & Bond, 2017). For the majority, violent
responses guarantees a more powerful and dominant position in the inmate hierarchy, and
considering that prison environment is designed to deprive, such positions are a more favorable
choice.
Prison violence and current statistics. Rocheleau (2015) highlights how violent reports
in prison remain underreported, thus the overall statistics on violence remains an issue. BOP
does provide monthly reports on serious assaults on inmates, on staff, and non-serious assaults
on inmates. Over the course of the last four years, there was a drop in serious assaults on inmates
in the high security prisons: from approximately 35 to 25 (Federal Bureau of Prisons [BOP],
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 11
2018). Some risk factors are being identified as predictors for prison violence, including age,
past incarceration, and gang activity (Rocheleau, 2015). Recently incarcerated youth, over the
age of 21 who are serving lengthy sentences for a gang related criminal activity, are more likely
to commit a serious violent offense while incarcerated.
Direct and indirect consequences of exposure to community violence. Prior to
examining the effects and consequences of the violent behavior in prisons, Warner and Swisher
(2014) provided some additional information on the results of the direct and indirect exposure to
violence on teenagers in the community. Aside from the previously supported research on
depression, suicidal thoughts, aggression, and anxiety, Warner and Swisher (2014) pointed out
the survival expectancy from those exposed to consistent violence in the community, schools, or
home. Those who have a history of childhood abuse, school violence, and gang involvement do
not expect to survive past the age of 35. Please note that the age expectancy reached 35 because
the participants’ age ranged from 18 to 28. Particularly, someone who is consistently exposed to
violence and abuse does not perceive survival past the age of 35. This mindset most likely
contributes to problems with self-care, mental illness, and long-term life goals, including
education and employment.
Prisoner experience. There is no research on the perceptual life expectancy from
prisoners, but Hogg, Druyts, Burris, Drucker, and Strathdee (2008) point out the correlation
between actual decreased lifespan among prison population with violence. Though the majority
of incarcerated people have reported violent or traumatic life experiences prior to incarceration, 1
in 5 state prisoners report being a victim while under arrest (Courtney & Maschi, 2013). Taking
into consideration the community research on violence exposure and the prison environment, the
average prisoner faces various obstacles throughout incarceration. These include onset or
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 12
exacerbation of a mental illness, victimization, lack of motivation for education or employment,
and chronic medical conditions.
Conceptual Framework Guidelines
Strategies to address prison violence. Though still fairly new, addressing violence in prisons
has been on the radar since the 1980s. According to Cooke, Wozniak, and Johnstone (2008),
there was a shift in addressing the causes of the prison violence from the individual’s pathology
towards understanding the environmental factors’ influence on someone’s behavior: whether the
environment can decrease or increase violence. Prison violence results in physical and
psychological distress for everyone involved, following longer sentencing, isolative punishment,
and increased costs for healthcare procedures (Cooke et al., 2008). As a result, prisons have
attempted and continue to search for an innovative approach to address this costly, ancient, and
dangerous problem.
The Stanford Experiment and the tragedy of Abu Ghraib. Previous research was able
to identify few programs that provided safer prison settings. Specter (2006) pointed out similar
elements as Cooke et al., (2008) regarding environmental influence and the contribution of poor
management, suppression, isolation, and punishment towards those involved in violent incidents.
To strengthen his point, Specter (2006) reminds his readers about the infamous Stanford Prison
Experiment (SPE) as well as provides a real life example of prisoners’ mistreatment in Abu
Ghraib, a prison complex in Iraq. The SPE occurred at the Stanford University in 1971. Using a
basement of one of the university’s buildings, a “mock prison” was created (McLeod, 2018). The
outcome of the experiment yielded findings that ordinary people, placed in a cruel environment
are capable of engaging in extraordinary abuses, when left without clear rules (McLeod, 2018).
Participants in the Stanford experiment were not given any specific instructions on behavior for
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 13
both groups: guards and prisoners (Specter, 2006). However, very quickly the guards adapted a
more punishing state and focused their attention and energy on how to make prisoners’
experience more abusive, while the prisoners took on an acceptance role of the guards’ behavior
(Specter, 2006).
In Abu Ghraib, the United States Army and the CIA committed heinous human rights
violations against detainees in their custody during the war in Iraq. With Abu Ghraib, there were
no suggestions that the prisoner population represented a specific violent group (Specter, 2006).
The Abu Ghraib experience, in contrast with the Pelican Bay State Prison, which housed high
profile criminals, did not greet their correctional staff with the warning that they are dealing with
“the worst of the worst,” thus guards’ punitive actions were not based on the job description or
hidden expectations (Specter, 2006). These examples demonstrate how the severity of the
situation contributes to the correctional staff misconduct rather than the result of prisoners’
behavior or violence.
Successful strategies for safer prisons
Smaller groups. Regarding previous successful strategies in targeting violence, Specter
(2006) points out three programs: Connecticut’s Gang Management Program, Missouri’s
Division of Youth Services, and the Pelican Bay’s Transitional Housing Unit. Specter (2006)
highlights specific strategies that all three programs followed in order to provide successful
results in the decrease of the recidivism rate post completion of the program, specifically related
to the violent behavior. Above all, the programs only have small spaces, for approximately 15 to
20 participants (Specter, 2006). The overcrowding prison element has proven to be a major
contributing factor to the increased prison violence, thus allowing participants to program in a
smaller group setting significantly diminished the need to stay hyper alert, constantly on guard,
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 14
as well as anxious and tense. In addition, smaller numbers of participants allows for a bigger
space, thus decreasing the possibility for a “turf war.” As a result, participants are more likely to
shift their attention away from the standard prison brawls and focus on the provided
opportunities within the program. Jackson et al., (2014) supports previous finding through their
research on small group benefits for graduate students, listing benefits such as less stressful
environment, more supportive peers, and better communication. These benefits are certainly
applicable to prison populations in smaller settings.
Voluntary participation. The second suggestion includes allowing the prisoners to
participate in the program voluntarily (Specter, 2006). Voluntary participation in treatment
allows those included to take their own responsibility and even feel somewhat in control of their
decision to participate. In fact, Shearer and Ogan (2002) demonstrated that with substance abuse
treatment, those who signed up voluntarily have a higher success rate for program completion.
Voluntary involvement can also support a specific stage of change of the participants. Aside
from a higher chance to graduate from the program, those included voluntarily will have a better
and more positive outlook on their participation.
Mandatory integration with others. The third component is a mandatory integration with
other ethnic groups and even other gang members (Specter, 2006). While participation is
voluntary, the rules, regulations, and expectations of the program are not. Integration with other
ethnic groups and gang members can provide a live-in example of challenging some of the core
beliefs or cognitive distortions about another group. In addition, any group intervention can also
provide an immediate transference, while group rules that are presented at the beginning of every
program disallow participants to engage in any violent or verbally aggressive behavior.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 15
Otherwise, those who break the rules must be prepared to accept the consequences, such as
expulsion from the program.
Extensive orientation. No such program can exist or succeed without clear
communication. Specter (2006) reports on extensive orientation prior to involvement of any
participant. Just as with any treatment, program expectations, rules, regulations, and
consequences must be well addressed and communicated, if necessary in writing. Following
incidents, participants can always be referred back to the orientation packet, demonstrating the
need to take responsibility in future incidents.
Counseling services. One strong inclusion for a successful program that Specter (2006)
points out is the offering of strong counseling services, related to violence and anger. The BOP
has a designated Special Management Unit (SMU). Prisoners with extensive violent misconducts
are sent to this unit, which is operated under restricted and limited out of cell movement. Each
participant is expected to complete the program within 18 months. The goal of the program is to
remain discipline-free for that period of time. A key factor is that those in the unit have restricted
movement, including showers every three days and one hour recreation time in an outside cage
every other day. The environment is one of the most controlled units, which hardly puts anyone
in a situation to interact with others, prisoners or staff. An extreme exclusion from the interaction
with others usually results in loneliness, depression, low energy, and lack of motivation. As a
result, the unit does have successful completion, which is mentioned in SMU inmates’ central
file, however upon their release back to the general population they usually end up in the Special
Housing Unit (SHU) for disciplinary actions. This is because SMU does not offer any other
intervention except exclusion and isolation. The participants never learn how to really address
their issues. It is not surprising that their behavior brings them back to the isolative unit.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 16
Incentive program. Finally, Specter (2006) ends his list with a proposition of a real
incentive program upon completion or when a group phase milestone is reached. These
incentives include extra phone calls, perhaps a visit with family, and even monetary tokens for
the prison commissary use only (Specter, 2006). The idea behind this suggestion is that
appropriate behavior should be rewarded while the opposite, addressed and possibly modified.
Serin and Hanby (2009) point out that even though the idea was favorable among prisoners
involved in similar token programs, the distribution of the program by the correctional staff was
perceived less fair. This finding further moves this paper in discussing the correctional staff,
especially those who deliver counseling services.
Correctional staff. Studying the correctional staff, especially those who deliver
counseling services in the correctional setting, must be addressed as another contribution to the
successful program. Within the juvenile corrections, for example, Galardi and Settersten (2018)
state that those who work in such settings provide not only daily supervision but also act as a
potential role model, who promote positive development and rehabilitation. If staff does not
believe in the idea of rehabilitation then those involved are most likely to develop a sense of
carelessness, lack of motivation, and even resentment.
In their similar research, Matthews and Hubbard (2007) listed specific criteria for the
successful results in correctional treatment. While the list is very similar to the one addressed by
Specter (2006), staff qualifications are listed as something that is lacking in the current research
for successful programs (Matthews & Hubbard, 2007). In addition to the qualifications, there is a
need to address staff attitude regarding rehabilitation (Matthews & Hubbard, 2007). Finally,
there is little known about staff training to improve or support the qualifications desired within
the correctional system or the attitude that can potentially lead to burnout, affecting positive
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 17
change (Matthews & Hubbard, 2007). Without proper staff training there is a little possibility to
create the positive and reinforcing environment within the correctional system to support prison
programming. Furthermore, without proper training, correctional staff will not experience the
needed support for working in such a challenging environment with such a unique population.
The Current Gap in Prisons
The end of the mass incarceration era suggests that the overall goal of the criminal justice
system must change. The era of smart decarceration is promoting an attitude and policy change
from punishment to rehabilitation, the need for innovative programs within the prisons systems
and the importance of interdisciplinary approaches that will support and promote smart
decarceration (Epperson & Pettus-Davis, 2017). This chance to change the way the criminal
justice/correctional system functions carries a great deal of pressure. The impact of smart
decarceration potentially creates safer prisons for staff and inmates, safer communities,
opportunities for the second chance post-incarceration, and lowers the recidivism rate.
Above all, the modern prisons, referred to as “the warehouse of human beings”
(Epperson & Pettus-Davis, 2017 p. 39), must address the current gap within its system. The gap
currently misses innovative programs that will prepare those behind bars for release, but most
importantly, the gap does not provide safe environment for those who are repaying their times to
the society in confinement. If presently the system cannot provide necessary and up to date
educational programs and job trainings, it is the duty of the correctional system to provide a safe
environment for their staff and prisoners.
PROBLEMS OF PRACTICE AND THE INNOVATION SOLUTION
Proposed Innovation And Its Effect On the Grand Challenge
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 18
Prisons’ specific design is to punish those who committed a crime by isolating them from
society. Without additional interventions, the prison population grew to an overwhelming mass,
a mass that has been studied for decades (Wener, 2012). As a result, prison overcrowding
became a normalized environment where violence was not only used to resolve conflicts among
prisoners, but was used by the correctional staff to maintain order (Wener, 2012). The proposed
innovation challenges the punitive consequences of the violent behavior in prisons. Not
surprisingly, its roots come from the simple technique of genuine communication. In order to
connect the name with the behavior, Nonviolent Communication Program (NVC) is a unique
way to address the way prison violence is handled.
According to Marlow et al., (2012), NVC has a simple goal of improving communication
skills in dealing with an interpersonal conflict. While many programs, especially within prisons,
focus on the alternative to violence strategies, this behavioral intervention is promoting a strong
use of empathy (Marlow et al., 2012). This capacity to be able to relate and understand the
experience of others, including the emotional part, is a distinct quality of the program compared
to alternative interventions (Marlow et al., 2012). In other words, what makes NVC different is
that the program does not only focus on the surface of the communication difficulty, but
essentially attempts to teach the ability to remain empathic even in the most testing situations,
where violence is believed to be the only answer.
The connection between lack of empathy and violence. According to Heynen, Van der
Helm, Stams, and Korebrits (2016) lack of empathy has a high correlation with selfishness, poor
impulse control, lack of fear, and increased aggression. In addition, those with such
characteristics have a higher potential to commit more severe offenses (Heynen et al., 2016). In
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 19
other words, not only does lack of empathy contribute to violent behavior, if remained ignored,
there is an increase potential for a more severe crime, in and outside of prisons.
Moreover, lack of empathy contributes to normalization and acceptance of the bullying
environment, which happens to be daily in prisons (López-Pérez, Hanoch, Holt, & Gummerum,
2017). Normalization of bullying behavior increases the likelihood for violence (López-Pérez et
al., 2017). As the result, ignorance of such daily activity creates further unsafe environment.
Finally, lack of empathy is a shared common characteristic of many offenders behind
bars (Hepper, Hart, Meek, Cisek, & Sedikides, 2014). This so called part of the criminal
personality continues to dominate the prison environment, ignoring or worse, minimizing, the
severity of the current unsafe environment. As the result of this connection, tackling lack of
empathy among prison population is a crucial ingredient in this specific innovative recipe.
NVC has a strong potential to thrive on tackling violent behavior through utilizing an
empathic approach in the prison environment. Consequently, there is a chance of breaking the
generational cycle of prison violence. Those coming into the prison can learn from those who are
serving time, while passing the message back to the community after their release.
Evidence And Current Context For Proposed Innovation
How is NVC a Disruptive Innovation? Christensen, Raynor, and McDonald (2015)
stated that disruptive innovations are mostly confused with successful and powerful businesses.
In other words, financial and strategic power does not equal disruptive innovation. According to
the theory, disruptive innovation has two ways to secure a position: reaching out to less
demanding customers, thus increasing customer volume, and creating a market where is none,
making a noncustomer to one (Christensen et al., 2015). The following sections will attempt to
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 20
demonstrate why NVC is considered a disruptive innovation from both perspectives: the less-
demanding customer and the new market.
The implementation site: The new market. In 2016, Federal Bureau of Prisons,
specifically the Administrative Maximum Security (ADX) facility, lost a lawsuit filed by a few
offenders, requesting treatment for mentally ill prisoners housed in a solitary confinement (Civil
Rights Litigation Clearninghouse, n.d.). ADX is one of the four facilities, located in Florence,
Colorado. The neighboring federal prisons include: United States Penitentiary (USP), Federal
Correctional institution (FCI), and the prison camp. The lawsuit has spread to USP, pressuring
administration to hire more treatment providers. However, the lawsuit only covered the mentally
ill population, designated as a Care Level III on the Mental Health scale. Those included
diagnosed with severe personality disorders, such as Antisocial and Borderline. In other words,
the lawsuit created a new market for treatment at the Federal Correctional Complex in Florence,
Colorado, where prior to 2016, no mental heath treatment was provided.
It is a plan for the NVC to enter this new market, creating a new source of treatment for
those housed at the USP facility, a high security facility for offenders serving time for violent
crimes. Current mental health treatment offered only includes: drug treatment and anger
management. However, drug treatment is available for those serving time for a drug offense,
while anger management treatment is offered for those who are designated Care Level II on the
Mental Health scale. At this time, out of 900 inmates, there are only 64 MH Care Level II.
Because there are currently no additional treatments offered for the high security population who
do not carry any specific mental health diagnosis, NVC is making anyone housed at the USP a
potential customer.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 21
Population: Less demanding customers. As previously mentioned, inmates must meet a
specific criteria in order to receive drug treatment or be enrolled in the anger management
classes. According to the Directory of National Programs (2016), USP currently offers the
following mental health programs: Drug Abuse Education Program, offered to those serving time
for drug offense, and Secure STAGES (Steps Towards Awareness, Growth, and Emotional
Strength), offered to maximum security prisoners diagnosed with severe personality disorders
and self-injurious behavior. In fact, anger management is not a part of the national programs,
meaning that completion of the program does not qualify for incentives, sentence reduction, or
early halfway house release.
There are at least 800 inmates currently housed at the USP who do not receive any mental
health treatment program because they do not meet the specific criteria. Their success while in
prison and after their release is not monitored because they are not a part of the lawsuit, making
them much less demanding customers. Though NVC does have a criteria inclusion, which will
be discussed later, it has much broader requirements and based on the housed population, the
majority will qualify for the program. The criteria includes those with two or more violent
incident reports, or potential for violence, a release date within the next five years, and not
having a job assignment.
NVC is challenging the norm for addressing violence in prison. It is challenging the
criteria for using SHU to address violent behavior. It is challenging the criteria of inclusion for
those who can benefit from the mental health treatment. In time, NVC will become the norm for
addressing violent prison environment.
Support for NVC within the Grand Challenge Conceptual Framework
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 22
There is a ripple effect related to the prison environment, community safety, and
vulnerable population that impacts inmates, especially when there are little to no treatment
options to assist them during their incarceration. There is a strong influence that the prison
setting carries, however because of such a long history of neglect, it is crucial to narrow out
important steps in approaching smart decarceration. NVC has the ability to tackle the violence, a
small piece within this complicated puzzle.
The NVC Model. Above all, NVC is a universal approach suitable for various industry
types (Nosek, 2012). The idea behind NVC is simple: 1) a conflict situation is observed, 2) a
feeling that arises is identified, 3) the feeling is then linked to the need that is unmet, and finally
4) the request is made (Nosek, 2012). The first step also highlights the importance to observe the
situation without judgment, avoiding possible responses based solely on assumptions or negative
emotions (Nosek, 2012). The request is made in a non-demanding way, giving an opportunity to
facilitate the conflict (Nosek, 2012). Also, step four is optional but does focus on dealing with
emotions when the request is not accepted. With these steps in mind, each NVC session is
focused on studying specific concepts that can be used to maintain success while practicing this
model. These concepts are: intention, attention, communication, choices, observation, feelings,
needs, request, connecting with self, honesty, empathy, and expressing and receiving a “no.”
Comparative Assessment Of Other Opportunities For Innovation
NVC in research: Roommates versus cellmates. As previously mentioned, the model is
designed for diverse population within different environments. Nosek (2012) mentions a pilot
NVC study for undergraduate nursing students with the following results. One participant
mentioned an improvement in her relationship with her roommate, who was not cleaning after
herself (Nosek, 2012). Instead of demanding that the roommate take out the garbage, the
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 23
participant responded with describing her feelings of frustration and even anger that arose from
the situation (Nosek, 2012). The conversation followed with identified needs that were not being
met, including the need to be understood and respected (Nosek, 2012). The communication
promoted a mutual respect because the roommate was able to identify her feelings and unmet
needs to the situation when the participant requested instead of demanded her to clean (Nosek,
2012).
Within prison settings, each cell has at least two cellmates living there. Compared to a
college dorm, these cells are much smaller, with metal beds, tables, and chairs, as well as, each
cell has one small sink with a metal toilet (Wener, 2012). In other words, bedrooms and
bathrooms are within same quarters. Each inmate has his/hers own understanding of the clean
environment. In addition, clean and sanitized prison environment is a part of any facility’s policy
and guidelines. Above all, a clean environment is crucial for hygiene and health reasons. The
prison population is at its highest risk regarding health concerns. A simple ability in finding
mutual respect and improved communication through NVC with your cellmate can contribute to
a cleaner environment, less tension, and even improved health.
NVC in research: NVC in prison versus “on the streets.” Marlow et al., (2012)
conducted a research with released offenders in the Northern California. What stood out was that
prior to taking NVC training, not many were familiar with the term empathy (Marlow et al.,
2012). The majority of prisoners tend to confuse sympathy with empathy. Furthermore, many
mentioned that the training improved their interpersonal relationship with their probation or
parole officer (Marlow et al., 2012). Using empathic listening skills in the community is
challenging. The primary reason is that in the community, empathy can be misunderstood as a
sign of weakness (Marlow et al., 2012). However, in one description of using empathy, one
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 24
participant stated that he got accused of doing something he did not do and instead of walking
away, he stayed, listened, and explained his side of the story (Marlow et al., 2012). This choice
and practice potentially avoided a violent confrontation.
NVC has demonstrated successful results in communication improvement and conflict
management. These scenarios are applicable within the prison environment every day. Fights and
assaults escalate from a lack of understanding, strong use of assumptions, and uncontrollable
emotions. NVC has the ability to change the way prisoners interact with one another, how they
handle daily hassles, and even take these proven skills with them back to their communities.
Views of the Key Stakeholders
Correctional Staff. Because majority of those behind bars will return back to the
community, support for rehabilitation from those affected is crucial. In fact, aside from the
supportive attitude from the prisoner population themselves, Lambert and Hogan (2009) point
out the involvement and the support from the correctional staff. There are a few elements that
contribute to the positive perspective on treatment programs from the correctional officers, and
one of the most significant one is job satisfaction (Lambert & Hogan, 2009). There is a clear
connection between enjoyable job performance and safe environment (Lambert & Hogan, 2009).
Perception of possibly constant danger affects the support for rehabilitation. The more officers
feel unsafe, the less likely they are to advocate for the prison treatment programs. A positive
prison climate contributes to the successful results of the treatment programs (Harding, 2014).
Creating safer prison environments increases support for more rehabilitative programs for
inmates.
The Public View and Support. Pubic views on the criminal justice population are
constantly used as a primary debate tool for and/or against prison reform, sentencing reform, or
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 25
rehabilitation. Falco and Turner (2014) summarized that regarding the general question of
punishment for crime, the public has remained unchanged: criminal behavior must be punished.
However, the more the public is aware about the element of rehabilitation, the stronger the
support for this different approach to punishment for those serving time (Falco & Turner, 2014).
Because the majority of those behind bars will be releasing back to the community, keeping them
in isolation without offering treatments, skills trainings, or educational programs will not solve
the need for safer communities.
Prison Population. Successful and evidence-based treatment has always received
support from the prison population. In fact, treatment program growth within prison
environments allows for those working in the prison system and those behind bars to experience
a safer surrounding (Blagden, Winder, & Hames, 2016). Support from the correctional staff and
the public demonstrates a similar second chance attitude that promotes personal growth within
prison population (Blagden et al., 2016). There is a significant correlation between rehabilitation
programs and safer prison environment, which in the long run allows prisoners to spend less
energy focusing on their personal safety and concentrate on their personal growth. NVC has
similar approach in its title.
How Innovation Links To Proposed Logic Model And Theory Of Change
NVC’s logic model can be reviewed in Appendix B. There is a clear step-by-step
description of the program’s activities that can have significant impacts, such as safer prison
environments, increased mental health treatment for the general population, and the overall
promotion of smart decarceration (Panarina, 2018). Activity steps remained simple, especially
for the pilot study. This is crucial since prison environments continue to be challenging for
programs’ implementations.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 26
The outcomes and impacts of the program are closely linked to the grand challenge. The
NVC has a potential to change the prison environment and divert the prison experience into a
whole new path. With more evidence-based programs available, sentences served could be
utilized to provide the needed rehabilitation that is currently lacking within the system.
Likelihood for Success
With the current research, NVC shows a strong likelihood for succeeding with not only
its pilot implementation but also with the potential to become a new norm for dealing with the
prison violence. Presently, because of the lawsuit, federal prisons are welcoming the innovative
ideas in dealing with the prison population, and since violence is a common threat for many, new
program in targeting this threat will be strongly supported.
The activities to implement the program are basic and minimal, and can be easily
completed by current federal employees without any additional costs. The impact, however, is
life changing for not only prisons but also for the communities.
PROJECT STRUCTURE AND METHODOLOGY
The Implementation Site
In order to fit the project with the problem, the pilot was launched at the Federal
Correctional Complex in Florence, Colorado. The complex consists of four different prisons. The
Federal Camp houses nonviolent offenders, serving time for drug offenses. The Federal
Correctional Institution (FCI), a medium security facility, houses approximately 900 inmates,
serving time for various crimes, including violent, however with minor incidents while
incarcerated. The United State Penitentiary (USP) is a high-security facility, with close to 900
inmates as well, who not only serve time for violent offenses but also have a long history of
disciplinary incidents while incarcerated. Finally, there is the Administrative Security U.S.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 27
Penitentiary (ADMAX) facility with approximately 500 inmates. The facility houses mostly
those with a life sentence, who are segregated from other prisons due to their high ranking
standing within prison gangs, terrorist actions, or extreme violent history. From the four
facilities, the pilot program was implemented at the USP facility (Panarina, 2018).
Site analysis
While looking at the currently offered programs within the four facilities, the USP most
certainly stands out because of the administrative neglect, meaning that every other institution is
offered more programs for their population compared to those housed at the USP. As previously
mentioned, the recent lawsuit against the BOP has increased the number of the mental health
programs. However, these programs are either offered at the ADMAX facility, the initial site of
the lawsuit, or for those housed at the STAGES unit. In other words, general population at the
USP remains underserved.
According to the Directory of National Programs (2017), USP has currently the following
programs “Bureau Literacy Program (BLP), English-as-a-Second Language Program (ESL),
Occupational Education Programs (OEP), Parenting Program, and Drug Abuse Education
Program” (as cited in Panarina, 2018). However, majority of these programs are currently on
hiatus due to lack of staffing. As the result, main programs offered are Drug Abuse Education
and Adult Continuing Education (ACE). Considering that the facility’s mission is dedicated to
the public’s safety and the reentry approach, the BOP is clearly failing in its own mission.
Through the Psychology Services, FCC Florence is offering Nonresidential and
Residential Drug Abuse Programs (NRDAP and RDAP). However, both programs are only
offered at the FCI and the Camp. Upon completion of the RDAP, one year is taken off the prison
sentence. At the ADMAX facility, Psychology conducts the following programs: Cognitive
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 28
Behavior Group, Mindfulness Group, Trauma Group, and Process Group. The USP is currently
offered the Anger Management group and the NRDAP, however it does not offer any incentives
for completion, and both groups ran sporadically without any specific structure.
Evidently there is a significant program gap between these institutions. The current
approach to violent incidents at the USP is a placement in SHU, without any specific follow up
programs that target violence. The only treatment approach that USP offers is Psychology rounds
once a week, allowing approximately five minutes cell front time with a mental health
professional. The general population at the high security prison remains without reentry and
mental health programs, but at the same time has the highest number of the violent incident
reports compared to the other facilities. In addition, USP’s population has a release date on
average within the next five to seven years.
The Implementation Process
Program Designer. The Federal Prison Social Worker (the author) has designed the
project. The social worker position is assigned to the Health Services Department. The social
worker’s role within the BOP is very vague but mostly is focused on working with offenders
who are releasing within the 12 months period, who are in need for a medical and/or mental
health care follow up after their release from prison. Aside from these duties, the social worker
has very flexible responsibilities as well as opportunities to be creative related to the role.
Though there is office space, the social worker does not have access to space for group treatment
within the Health Services department. For any new program, the social worker must take
several different and appropriate steps to gain approval from the prison administration. In order
to launch the program, the social worker must collaborate with other departments. The following
will describe the steps taken for the pilot NVC launch at the USP Florence.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 29
Program Presentation. The initial proposal consisted of a one-page program
description, including the NVC model description, the program structure, and the reason for the
program’s implementation (Appendix C). The initial presentation included a brief verbal
demonstration to the Health Service Administrator (HSA), the direct supervisor of the social
worker. With the HSA’s verbal approval, the social worker was invited to the executive staff
meeting to present the program to the Complex Warden, the USP and the FCI Wardens, the
Associates Wardens, Captains, Department Heads, such as Religious Services, Education, and
Recreation, and the Chief Psychologist. The presentation ran without additional supporting
documents, except the one page proposal. As the result, the social worker has received a verbal
approval from the Complex Warden as well as encouragement from the other departments to
collaborate on the treatment group space or additional resources, if needed. These additional
resources included incentives, such as snacks and coffee that were provided in ADMAX facility
and STAGES unit for the program participants.
Sampling and Participants. The entire federal offender population is recorded within
the Web-Sentry database operated by the BOP. The database does not only include the
demographics, the offense description, and the sentencing but also current housing, work or
school assignments and schedule, release date, and the incident reports. With specific codes, the
database allows to narrow down the list of the offenders based on the specific characteristics,
including housing, age, ethnicity, home state, incident report history, release dates, etc. The
initial list included those who are housed within the USP facility, who have an upcoming release
date within the next five to seven years. Afterwards, with the collaboration from the Correctional
Counselor, the group excluded the followings: transfers to different facilities within the next 12
months, job assignments, and mandatory assignments to the Education Department.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 30
The remaining qualifiers on the list were reviewed through the Web-Sentry on their
disciplinary history. Considering that many have served prior federal time, the disciplinary list
included incident reports obtained within the last 24 months. Each disciplinary report is assigned
a specific code and a title. Offenders who initially qualified for the program have the following
incident reports: Fighting, Assault on an Inmate with Grave Bodily Injury (GBI), Possession of
an Inmate Manufactured Weapon, Assault on Staff, Murder, and Assault on an Inmate without
GBI.
Those given priority included a history of three or more violent incident reports within
the last two years. Primary reason for this particular inclusion is offenders who have received
three or more violent or potential for violence incident reports while incarcerated have a higher
chance to re-offend following their release from prison (Mooney & Daffern, 2015). In fact, for
those with violent history while incarcerated, new offense usually involves a violent crime
(Mooney & Daffern, 2015). Additionally, the participation criteria also included those with a
minimum of two incident reports within the last two years. This specific part allowed the
participation for the general population to expand, and even consider a preventative approach. In
other words, target the population that is at risk of getting a third incident report and have a
strong prediction for a violent re-offense upon release. Finally, the purposive sampling further
included those between the ages of 25 and 40.
The final list removed any personal indicators such as names and the registration
numbers and then substituted these with simple numbers. Each third participant was chosen for
the group until the total number reached 13 (N=13). The remaining number of the qualifying
participants was considered as an unofficial waiting list, for future potentials depending on the
final results from the first class.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 31
The Recruitment Process. Through the random selection process previously described,
the program utilized the randomized design study (Panarina, 2018). There was no inclusion of
the control group. The selected 13 participants met with the social worker for a confidential
recruitment interview. During the interview, each participant has received a NVC flyer
(Appendix D), a program description (Appendix E), and a participation agreement (Appendix F).
In addition, the social worker thoroughly described the purpose of the program, the inclusion
criteria, and the voluntary participation. Prior research on successful program implementation
did point out the importance of the voluntary versus mandatory inclusion (Specter, 2006). Each
selected offender has voluntarily agreed to participate in the offered program and signed the
agreement. They kept the flyer and the program description, as well as were given their original
signed agreement, while the copy was placed in their central file (C-file).
Treatment Space. As previously mentioned, the social worker does not have the space
within the Health Services department. Thus, to ensure a confidential space for the group, the
social worker collaborated with the Psychology and the Religious Services Departments. Each
department has two or three group rooms: each room can fit approximately 16 participants plus a
facilitator. Considering the support from the executive staff, the space was obtained without any
scheduling conflict. Both Psychology and Religious Services had an available space Fridays at
0730am. As the result, both spaces were reserved for the NVC program.
Group Time. For the security purposes, the institution only has controlled movements.
Each move is scheduled for a particular time and is permitted by the control (the security unit).
There are five controlled moves throughout the day: 0730, 0930, 1230, 1430, and 1830. Each
movement is scheduled for one hour, except the 0730 move, which allows the offenders to be out
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 32
of their units for one and a half hours. Considering the scheduled time, the group lasted
approximately one hour and fifteen minutes.
Using the Web-Sentry database, each participant was placed on a call out sheet the
previous day. Without the call out, the unit officer does not permit offender movements. These
call outs are checked every scheduled move. In case of the system failure, which occasionally
happens, each unit can be contacted to request a special movement. During the initial pilot study
launch, no computer system failure has occurred.
To ensure class attendance, each participant was sent a cop-out, an informative letter,
through the institutional mail. The cop-out reminded about the group’s time, location, and the
date. Each cop-out was mailed few days before to ensure delivery. The cop-outs were also used
to inform participates in case of the group’s cancellation or a location change: from Psychology
to Religious Services area.
Lesson Structure. Each session is dedicated to learn a particular NVC concept that
contributes to the improved communication. What makes NVC unique is most certainly its
lesson structure. Every class begins with an introduction phase, which includes an inspirational
quote, a story, or an image. Each chosen element is followed by a general question of feedback,
regarding what was read. This phase allows for the participants to engage in a random
conversation about a casual question. In other words, it serves as an icebreaker for every class.
Participants are also encouraged to bring stories or quotes that inspire them that they would like
to share.
The introduction phase is followed by the psycho-education phase. This phase is
dedicated in exploring the NVC concept, its background, various theories behind the concept,
and how it can be used daily. Examples are provided.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 33
The third phase is the practice phase. Participants are encouraged to complete in class
activities that increase their understanding of the concept and how it can be applied. Because the
program was developed for the prison population, the practice exercises attempt to utilize
realistic prison scenarios for the participants.
The crucial part of the program comes from the final phase, the feedback. In order to
develop a program that suits the population, at the end of the class each is asked about the overall
lesson experience, what was the beneficial part, and what was unhelpful. The final question is
what needs to be done differently to improve the class. The phase allows for the program to
continue to grow and develop in order to fit the population’s needs. The full 12 lessons NVC
curriculum is available for review, separately attached (Title: Artifact NVC Curriculum).
Obstacles
SHU Placements. Considering the unpredictability of the prison environment, the
program has faced several obstacles. Within the first three weeks, the program has lost four
participants due to the SHU placement. Only one of those was housed in SHU for a behavioral
incident, while the others requested protective custody. Regardless of the reason, their
enrollment was abruptly stopped. As the result, there were four immediate program failures,
without further follow-ups. In other words, even for nonviolent incident reports or protective
custody, an alternative to punishment remains a SHU placement. And while in SHU, no follow
up program is offered.
Institutional Lockdowns. Prison lockdown refers to the entire institutional movement
shutdown due to incidents, threats, or potential for violence investigations. As previously
mentioned, the program was scheduled to run for 12 weeks, with one session per week. Since its
initial launch, the USP has been on a lockdown four times, each time approximately for two
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 34
weeks. Thus, the program was extended by two months. Prior to launch, the program did not
address the possibility of the lockdown, especially the lengthy ones or several ones in a row. As
the result, the program did extended its course but did not follow up with the participants for
weeks while they remained in their cells without any movement. In fact, this obstacle also
brought up a question of how to maintain the program running in case of the group cancellation,
facility’s lockdown, or even a unit lockdown.
Credit and incentives. The program was not given enough for the lack of a better word,
publicity when it first launched. Many of the correctional staff involved in the offenders’ cases
for transfers, good time credits, or early halfway houses placements were unaware of the
program’s launch or simply disregarded it. Since the program ran for the first time and was
developed by a social worker from the Health Services department, it was not determined if there
will be any incentives for participation.
Financial Strategy
As previously mentioned, the role of the social worker allows for creativity and
opportunity within the federal system. The program was developed during the working hours.
The treatment space was obtained through the collaboration with Psychology and Religious
Services departments. Additional equipment for the program, including folders, pencils, and
paper, were obtained from the Health Services departments and approved by the HSA. The
project was initially approved by all the executive staff and the department heads, and did not
involve additional costs for development and implementation.
Assessment of Impact
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 35
With several extensions because of the institutional lockdowns, the initial pilot program
ran for four months. From the 13 participants, five graduated. Out of the eight who dropped out,
four went to SHU and the other four were dismissed due to missing more then three classes.
The five graduates currently remain at the USP. All of them have remained disciplinary
free throughout the program. Following their graduation, their disciplinary history will be
reviewed three, six, and nine months post program. Successful completion will include zero
incident reports during the six months period and one nonviolent incident report after the nine
months post graduation. The incident reports, title, and the description, can be reviewed through
the Web-Sentry database, eve if the participant will transfer to a different facility. The earliest
release of one of the graduates is October 2019, thus every one will remain incarcerated during
the assessment period. The first assessment will be reviewed in April (three months post
graduation).
Stakeholder Involvement
The executive staff. Any program implementation requires approval from the executive
staff. As previously mentioned the presentation served as an initial step in the launch process. In
addition to the verbal presentations, any extra steps that need to be approved can be followed
with a formal memo to the HSA, Associate Warden who oversees the Health Services
department, the Warden for the institution, and finally, the Complex Warden. Since the first
graduation, the executive staff will receive a final report of the results following the nine months
post group measures completion, scheduled for November 2019.
Correctional staff. The correctional staff includes operations lieutenants, correctional
counselors, and the case managers. While operations lieutenants posts changes, the counselors
and the case managers remain the same, assigned to each unit with a specific caseload. Each one
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 36
was contacted via the email to inform who from their caseload was included in the group.
Furthermore, counselors and case managers were informed about the group’s description, goals,
and objectives. Finally, they were contacted in cases when someone was dropped out from the
class and sent copies of the certificates for those who completed the class. In other words,
counselors and case managers were included in every step that their participants took within the
NVC program.
Incarcerated population. For the initial pilot program, each qualified participant was
contacted individually, as described in the recruitment process above. Because the facility does
not have any similar program, the social worker took on the responsibility to educate every
single participant in the confidential interview about the class, expectations, and possible
outcomes after the completion. Following the launch, the word of mouth has spread throughout
the facility, and everyone interested started to reach out. Contacting the provider is very simple
within the USP facility. Offenders have access to internal email, which are delivered to the
departments after their content is reviewed by the security unit, or they can simply write a hand
written note that is delivered via the institutional mail.
Communication Strategy
The primary form of the communication is through a verbal presentation. As previously
described the pilot program was introduced through a short presentation during the executive
staff meeting. Following the launch, each participant and other stakeholders involved received a
verbal or a written description about the program. For the program to keep going, the social
worker continues to provide written and verbal updates to the executive staff via email,
presentations, and formal memos.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 37
While the word of mouth serves as a good communication strategy for including more
participants in the future classes, the social worker currently is working on launching a bulletin
flyer that will be posted in the housing units for the offenders’ to review. The crucial element for
the flyer is to include the necessary criteria that qualify the offender for the program. Simply put,
the information must avoid any possible misunderstanding.
CONCLUSION AND FUTURE RECOMMENDATIONS
NVC is Changing the Prison Environment
Since its initial launch, NVC has given an opportunity for the participants to change their
approach to the prison environment. The program has created a small sense of community and
encouragement for others to participate. The program has followed all the necessary
recommendations that were supported by the previous research for interventions against violence
in prisons.
The program does not recruit more than 15 participants. Specter (2006) suggested such
approach in order to decrease possible anxiety from already overcrowded spaces that offenders
are exposed to. Smaller groups also allows for better communication and more supportive sense
of the community (Specter, 2006). In fact, one of the graduates stated that by being exposed to
NVC, he developed a sense of friendship with other participants, stating that no matter what unit
they are from, he plans on greeting them every time he sees them.
Every single participant was recruited on the voluntary basis. Specter (2006) pointed out
that such approach gives people a sense of responsibility and a better opportunity to apply their
treatment to their lives on the outside. The voluntary participation encouraged many to sign up
for the future NVC classes. While waiting for the new class to begin, potential future participants
remain without disciplinary incidents in order to avoid losing their place for the group.
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 38
NVC’s setting encourages people from different backgrounds to interact on a weekly
schedule. Because the group is following strict rules and regulations especially in regards to
treatment of others, NVC so far has promoted respectful treatment of everyone. Participants are
given an opportunity to share, advice, and be heard by their peers from various backgrounds.
Most importantly, the participants are fully aware of the expectation when they enroll in
the program. Extensive orientation and the incentive program has not only avoided any possible
misunderstanding for the NVC completion but also given participant an opportunity to qualify
for possible incentive programs, including extra snacks from commissary or consideration for a
halfway house referral closer to their release date.
Ethical Concerns
While implementing the NVC program within the USP Florence, several ethical concerns
were taken into the consideration. Prior to the enrollment, each potential participant have
received an extensive description of the program and signed a voluntary participation agreement.
The agreement made an emphasis that it is a voluntary base treatment opportunity that offers a
certificate of completion. The program did not utilize a control group, and the social worker
followed her responsibilities as a treatment provider who offered an alternative to violence
treatment option.
The Next Steps
While the program has completed its first cohort, the following steps are proposed to
address certain obstacles previously described. In regards to the SHU placements and the
lockdown circumstances, the program was recently approved for an in-cell activity booklet type
for offenders to complete while in their cells. The in-cell activity will allow SHU participants to
obtain credit for their participations, and for those enrolled in the general population during a
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 39
lockdown, to continue. In fact, the in-cell opportunity can allow for each class to graduate in a
timely manner instead of extending the class for an unpredictable amount of time. The booklet
presents with the same lesson structure as the live group. (Separately attached. Title: Artifact
NVC SHU Program).

THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 40
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THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 41
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THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 46
THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 47
APPENDIX B: The Logic Model

INPUTS

ACTIVITIES OUTPUTS OUTCOMES IMPACT

Introduction package for NVC: flyer,
program description, and participation
agreement.

Arrange for the day and
time group space
availability.

Provide escorts to a maximum of
16 participants for 12 weeks.

Immediate: Increase knowledge and
awareness of the NVC program and
impact.

Decrease daily violent incidents in prisons.

NVC Group Materials: folder, copy of
the participation agreement, pencils,
sessions outline.

Review inmates'
background for program
inclusion, in collaboration
with the correctional unit
team members.

Complete 12 NVC sessions with
a maximum of 16 participants.

Intermediate: During the period of three
months post NVC, the participated
inmates will receive zero violent incident
reports.

Increase variety of evidence based treatment
offered to the general population in high security
prisons.

Treatment Space: Psychology area and
Religious services area.

Conduct interviews with
potential participants.

Print out certificates of
achievement and provide a copy
to the correctional counselor to
include in the central file.

Intermediate: Decrease the number of the
violent incident reports from the
participated inmates by two within nine
months.

Decrease recidivism rate for violent crimes post
incarceration.

Correctional staff: Full time day watch
Lieutenant; Two full time day watch
escort officers.

Have maximum of 16
signed participation
agreements.

Long-term outcome: Increase the number
of weekly groups.

Increase community safety.

Mental Health staff: Full time Program
Coordinator and Facilitator (The Social
Worker)

Ensure correctional
officers availability for
escorting inmates; print out
call-outs to confirm inmate
attendance; enroll in the
program through
SENTRY.

Long-term outcome: Have an assigned
treatment space for the NVC groups.

Promote Smart Decarceration.

Incentives program: coffee and
snacks.

Prepare folders with
session discussion each
week.

Long-term outcome: Incorporate NVC
program into the nationwide program’s
catalogue for the Bureau of Prisons.

Create a SENTRY code for NVC –
SENTRY – federal inmate database that
tracks inmate prison records

Continuous
communication with staff
on any possible
institutional updates, group
progress, and participants’
progress.

THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 48
Appendix C: Initial Program Proposal
Program Title:
Nonviolent Communication (NVC) Group

Description:
NVC is an evidence-based program designed to peacefully address conflict resolutions.
The idea behind NVC is that everyone shares the same needs: the need to be heard, understood,
valued, and respected. Conflicts arise when words are perceived as threats, which devolve into
power struggles. NVC teaches on how emotions influence actions when perceived needs are
being met or unmet. The ultimate goal is to increase compassion and empathy among the
participants without a need “to win” the conversation.

Program Outline:
The program is divided into four stages:
1) Observe and recap.
a. Practice neutral observation without attaching any judgement to the conversation.
2) Describe emotional response.
a. Practice identifying and describing emotions. Please note: the description is
related to your emotional response only.
3) Identify met/unmet needs.
a. Learn and practice identifying the unmet need related to the emotional response.
NVC is focused on the following universal needs: connection, honesty, peace,
play, physical well-being, a sense of meaning, and autonomy.
4) Practice of alternative ways to reach the unmet need.
a. The ability to move pass emotional response, creates a potential for alternative
ways in achieving unmet needs.
The program is recommended to run for 12 weeks, once per week for approximately two
hours. The group should consist of 10 to 15 participants, maximum. Upon completion, those
attended will receive a certificate of completion.

Rationale:
Institutional, staff, and inmates’ safety and security continues to be a concern.
Consequences from violent incidents for anyone involved include physical and psychological
damages. There is a significant correlation between high-security correctional facilities,
increased violence, and their influence on the poor adjustment to prison. Correctional officers
and staff face additional stress and possible injuries, resulting in a high turnover, secondary
trauma, and job dissatisfaction. Most of these incidents result in lawsuits.
Many offenders carry an acceptable attitude towards violent behavior, addressing their
approach as normal due to continuous exposure to aggression: both while incarcerated and in the
community. Poor frustration tolerance and lack of appropriate communication skills were other
potential reasons. Furthermore, majority perceive violent response as a necessary response to
avoid negative consequences, such as victimization by others.
Upon completion of the NVC program, participants report on an increase in respectful
demeanor and self-awareness. The results demonstrate substantial improvement in empathy and
communication skills.

THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 49
Appendix D: NVC Flyer

Do you want to learn how to express your needs to be heard,
understood, valued, and respected
without turning to arguments and violence?

Non iolent Communication Program

Find out how you can peacefully resolve conflicts

THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 50
Appendix E: Program Description
Program Title:
Nonviolent Communication (NVC) Group
Description:
NVC is an evidence-based program designed to peacefully address conflict resolutions.
The idea behind NVC is that everyone shares the same needs: the need to be heard, understood,
valued, and respected. Conflicts arise when words are perceived as threats, which devolve into
power struggles. NVC teaches on how emotions influence actions when perceived needs are
being met or unmet. The ultimate goal is to increase compassion and empathy among the
participants without a need “to win” the conversation.
Program Outline:
The program is divided into four stages:
5) Observe and recap.
a. Practice neutral observation without attaching any judgement to the conversation.
6) Describe emotional response.
a. Practice identifying and describing emotions. Please note: the description is
related to your emotional response only.
7) Identify met/unmet needs.
a. Learn and practice identifying the unmet need related to the emotional response.
NVC is focused on the following universal needs: connection, honesty, peace,
play, physical well-being, a sense of meaning, and autonomy.
8) Practice of alternative ways to reach the unmet need.
a. The ability to move pass emotional response, creates a potential for alternative
ways in achieving unmet needs.

THE NONVIOLENT COMMUNICATION PROGRAM (NVC) 51
Appendix F: Participation Agreement

Date:

I, (Name) ________________ (Reg. Number) _______________, would like to sign up
for the participation in the Non-Violent Communication (NVC) Program offered at the USP. I
understand that I am expected to attend at least 80% of the offered program, complete assigned
homework, and participate during the sessions in order to receive a certificate of achievement. I
understand that the copy of the certificate will be placed in my file, accessible by the unit team
for review.
During the class time, I agree to follow program and facilitator’s rules and regulations
and in any case that I will break these rules, I understand that I will receive an incident report.

______________________
(Signature)

Nonviolent Communication
Program

Curriculum
Developed By
O. Panarina, LCSW

Health Services Department

FCC Florence
Florence, Colorado

Revised January 2019

Nonviolent Communication Program
Curriculum

Course Description

Nonviolent communication program (NVC) is an evidence-based program designed to
peacefully address conflict resolutions. The idea behind NVC is that everyone shares the
same needs: the need to be heard, understood, valued, and respected. Conflicts arise when
words are perceived as threats, which devolve into power struggles. NVC teaches on how
emotions influence actions when perceived needs are being met or unmet. The ultimate
goal is to increase compassion and empathy among the participants without a need “to
win” the conversation.

Pre-Requisites

This course is specifically designed for participants who have history of two or more
violent or potential for violence disciplinary reports within the last 24 months. The
participants must have a release date within the next five years. Final criteria for inclusion
is not being assigned to a work or school assignment.

Goal

This course will focus on educating the participants about crucial NVC concepts that
contribute to the daily human communication and interaction. The course will not only
provide necessary psycho-education but will also focus on the in session practice activities.

EVALUATION CRITERIA

Several types of assessments are used to monitor participants’ progress. This includes
attendance and participation in group classes as well as completion of the assigned
homework in a thoughtful manner. Successful completion with at least an 80% attendance.
Graduates’ incident report history will be reviewed three, six, and nine months post-group
completion.

General Curriculum

WEEK 1:
1. Pre Test Questions:
1. What is your understanding of Non-Violent
Communication?
2. Are you familiar with the NVC Model?
3. How many concepts are there in the NVC?
4. Please provide three goals for this group.
2. Introduction Phase: “Words Are Windows… or They’re Walls” poem
3. Psychoeducation Phase: What is your understanding of the NVC?
Description of the NVC Model.
a. Key Concept 1: Intention
4. Practice Phase: in-class activity: What is my intention for
attending this class?
5. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 2:
1. Introduction Phase: The Starfish Story
2. Psychoeducation Phase: Key Concept 2: Attention.
3. Practice Phase: in-class activity: Mindfulness breathing
exercises.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 3:
1. Introduction Phase: in the eye of the beholder…
2. Psychoeducation Phase: Key Concept 3: Communication. Learning
the four D’s of disconnection: Diagnosis, Denial of
responsibility, Demand, and Deserve-thinking language.
3. Practice Phase: in class activity: Provide examples of the four
D’s of disconnection and how can you avoid them.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 4:

1. Introduction Phase: The Group of Frogs
2. Psychoeducation Phase: Key Concept 4: Choices. Four choices to
respond to difficult messages: 1. Hear blame, blame back 2. Hear
blame, blame self, 3. Hear self’s feelings and needs, and 4.
Hear speaker’s feelings and needs.
3. Practice Phase: in class activity: Responding to difficult
messages.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 5:
1. Introduction Phase: “No act of kindness, no matter how small,
is ever wasted.”
2. Psychoeducation Phase: Key Concept 5: Observation. Difference
between observation and evaluation.
3. Practice Phase: in class activity: Observe scenarios and provide
feedback on observation vs. evaluation.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 6:
1. Introduction Phase: in the eye of the beholder…
2. Psychoeducation Phase: Key Concept 6: Feelings.
3. Practice Phase: in class activity: Benefits of the expensive
feelings.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 7:
1. Introduction Phase: in the eye of the beholder…
2. Psychoeducation Phase: Key Concept 7: Needs. Maslow Hierarchy
of Needs.
3. Practice Phase: in class activity: Where are you on the
hierarchy?
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?

WEEK 8:
1. Introduction Phase: “Success is not final, failure is not fatal;
it is the courage to continue that counts.”
2. Psychoeducation Phase: Key Concept 8: Request.
3. Practice Phase: in class activity: Practice request for empathy
vs request for honesty. Practice exercise: circle requests from
the list.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 9:
1. Introduction Phase: “Do Not Stand At My Grave And Weep.”
2. Psychoeducation Phase: Key Concept 9: Connecting with self.
3. Practice Phase: in class activity: Life after bars. Complete
questionnaire related to life after the prison release.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 10:
1. Introduction Phase: A Pound of Butter.
2. Psychoeducation Phase: Key Concept 10: Honesty.
3. Practice Phase: in class activity: George’s Story.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 11:
1. Introduction Phase: “The best of humanity is in our exercise
of empathy and compassion. It’s when we challenge ourselves to
walk in the shoes of someone whose pain or plight might seem
so different than yours that its almost incomprehensible.”
2. Psychoeducation Phase: Key Concept 11: Empathy.
3. Practice Phase: in class activity: Difference between empathy
and sympathy. Practice empathic skills.
4. Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
WEEK 12:

1) Introduction Phase: “It is never too late to be what you might
have been.”
2) Psychoeducation Phase: Key Concept 12: Expressing and receiving
a “No.”
3) Practice Phase: in class activity: Practice to say “no.”
4) Feedback Phase: What was the most helpful part of the session?
What was the least helpful part of the session? Would you do
something differently? What is/are your key take away from
today’s class?
5) Post Test Questions
i. Describe in your own words what does Nonviolent
Communication mean?
ii. Describe the NVC Model?
iii. How many concepts are there in the NVC?
iv. Name all 12 concepts.

Section IV: Performance Objectives

Week 1
Review goals for the group.

My name is…
My Intention for coming to this class is…

Week 2
Demonstrate breathing exercise.

Week 3
Provide examples of the four D’s of disconnection and how can you
avoid them.

Week 4
Practice answering difficult messages from the four NVC choices.

Week 5
Act out basic scenarios and distinguish between observation and
evaluation based on the interpretation.

Week 6
Review goals for the group.
Discuss benefits of expensive emotions.
Practice exercises for emotional intelligence.

Week 7
Identify where you are in the hierarchy of needs and provide
motivations that are needed to move forward.

Week 8
Show ability to distinguish between requesting for honesty vs.
requesting for empathy. Practice requests.

Week 9
Complete the questionnaire and set up present goals on how to stay
out of prison.

Week 10
Complete questionnaire and explain your answers.

Week 11
Describe difference between sympathy and empathy. Practice empathic
skills.

Week 12
Review goals for the group.
Practice to say “no.”

FINAL FEEDBACK
Thank you for taking this class over the last 12 weeks. We hope that
you will continue to use NVC practice and continue to find ways to
integrate these concepts into your life and your own personal path.
As with all things in life we are all constantly growing, please
provide honest feedback so this program can continue to grow as well.

1) Looking back at what you wrote for the goals for this group,
would you change or add anything else?

2) What did you like best about the NVC group overall?

3) What did you like least/what would you change?

4) Overall, how has the last 12 weeks affected you? What personal
value do you see in NVC? Will you continue this practice?

1

Nonviolent
Communication
Program (NVC)

A self-help guide

Designed for Special
Housing Unit (SHU)

Information obtained from: Nonviolent Communication: A Language of Life 3
rd
Edition by
Marshall B. Rosenberg, PhD
Information modified by O. Panarina, LCSW

2

Table of Contents
What is Nonviolent Communication Program? page 3
The NVC Process page 4
Pre-Program Assessment page 5
Rules page 6
Lesson Structure page 7
Chapter 1 pages 8 & 9
Chapter 2 pages 10 - 12
Chapter 3 pages 13 – 16
Chapter 4 pages 17 & 18
Chapter 5 pages 19 & 20
Chapter 6 pages 21 & 22
Chapter 7 pages 23 – 25
Chapter 8 pages 26 & 27
Chapter 9 pages 28 & 29
Chapter 10 pages 30 – 32
Chapter 11 pages 33 & 34
Chapter 12 pages 35 & 36
Appendix A pages 37 & 38
Appendix B page 39

3

What is Nonviolent Communication Program?
NVC is founded on language and communication skills that strengthen our ability to remain
human, even under trying conditions. It contains nothing new: all that has been included into
NVC has been known for centuries. The intent is to remind us about what we already know –
about how we humans were meant to relate to one another – and to assist us in living in a way
that concretely manifests this knowledge.
NVC guides us in reframing how we express ourselves and hear others. Instead of habitual,
automatic reactions, our words become conscious responses based firmly on awareness of what
we are perceiving, feeling, and wanting. We are led to express ourselves with honesty and
clarity, while simultaneously paying others a respectful and empathic attention. NVC trains us to
observe carefully, and to be able to specify behaviors and conditions that are affecting us. We
learn to identify and clearly articulate what we are concretely wanting in any given situation. The
form is simple.
As NVC replaces our old patterns of defending, withdrawing, or attacking in the face of
judgment and criticism, we come to perceive ourselves and others, as well as our intentions and
relationships, in a new light. Resistance, defensiveness, and violent reactions are minimized.
When we focus on clarifying what is being observed, felt, and needed rather than on judging, we
discover the depth of our own compassion.
Although, it is referred to as “a process of communication” or “a language of compassion,” NVC
is more than a process or a language. On a deeper level, it is an ongoing reminder to keep our
attention focused on a place where we are more likely to get what we are seeing.
The use of NVC does not require that the persons with whom we are communicating be literate
in NVC or even motivated to relate to use compassionately. If we stay with the principles of
NVC, stay motivated solely to give and receive compassionately, and do everything we can to let
others know this is our only motive, they will join us in the process, and eventually we will be
able to respond compassionately to one another. Of course, this will not always happen.

4

Four components of NVC:
• Observation
• Feelings
• Needs
• Requests

The NVC Process
First, we observe what is actually happening in a situation: what are we observing others saying
or doing? The trick is to be able to articulate this observation without introducing any judgment
or evaluation – to simply say what people are doing that we either like or don’t like.
Next, we state how we feel when we observe this action: are we hurt, scared, joyful, amused,
irritated?
And thirdly, we say what needs of ours are connected to the feelings we have identified.
Final component, request, is optional. We can either request or leave the situation as is.

NVC Process
The concrete actions we observe that affect our well-being
How we feel in relation to what we observe
The needs, values, desires, etc. that create our feelings
The concrete actions we request in order to enrich our lives

When we use this process, we may begin either by expressing ourselves or by empathically receiving
these four pieces of information from others. Although we will learn to listen for and verbally express
each of these components, it is important to keep in mind that NVC is not a set formula, but something
that adapts to various situations as well as personal and cultural styles.
While NVC is referred to as a “process” or “language,” it is possible to experience all four pieces of the
process without uttering a single word.

5

Pre-Program Assessment
What is your understanding of the Nonviolence Communication Program?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Please take some time to write down your goals for this program: 3 Goals
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
Communication Skills
Circle the right answer to each question.
1) Which of these is a communication skill?
a. Talking clearly
b. Chewing gum
c. Looking bored
2) Which of these is a communication skill?
a. Talking at the same time as someone else
b. Listening to what people say
c. Putting your fingers in your ears
3) Which of these is not a communication skill?
a. Running
b. Texting
c. Chatting to people
4) What body language shows you are listening?

______________________________________________________________________________
5) Which of these is a communication skill?
a. Saying the same thing over and over
b. Saying why you believe something
c. Saying what people want to hear
6) If you don’t agree with someone else, what would you say?

______________________________________________________________________________
7) If you want to complain, what’s the best way to behave?

______________________________________________________________________________

6

Rules

Read every word

Complete written exercises

Be open and honest

To get credit for class, every exercise must be completed

7

Lesson Structure
Every lesson will focus on learning a specific NVC key concept that will help to master the NVC
model. There are 12 concepts. Each chapter will be dedicated to learning one concept with the
following structure:
• The Introduction Phase: during the introduction phase you will be presented with an
inspiration quote, an image, a story, or a poem that will follow with a short creative
writing exercise.
• The Psychoeducation Phase: during the psychoeducation phase, you will be introduced
to a new NVC concept. Each concept will be thoroughly described and examples will be
provided on how it can be used.
• The Practice Phase: during the practice phase, please complete the written exercises in
order to demonstrate your understanding of the nonviolent communication concept
learned during the previous phase.
• The Feedback Phase: in the end of every chapter, please answer feedback questions
related to the lesson.

8

Chapter 1
Introduction Phase:
Words Are Windows… or They’re Walls

I feel so sentenced by your words
I feel so judged and sent away
Before I go I’ve got to know
Is that what you mean to say?
Before I rise to my defense,
Before I speak in hurt or fear
Before I build that wall of words,
Tell me, did I really hear?
Words are windows, or they’re walls,
They sentence us, or set us free.
When I speak and when I hear,
Let the love light shine through me.
There are things I need to say,
Things that mean so much to me,
If my words don’t make me clear,
Will you help me to be free?
If I seemed to put you down,
If you felt I didn’t care,
Try to listen through my words,
To the feelings that we share
What is the message, your understanding, or the purpose of this poem?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Psychoeducation Phase: NVC Key Concept 1 – Intention
Above all, intention helps us understand what we want or need. The more we become aware of
our intentions (regardless of the situation) the more we have a control of our future actions.
Understanding intentions is a part of the theory of mind, which is the ability to attribute mental
states such as beliefs, intents, desires, emotions, knowledge, to oneself but also understand that
others have beliefs, desires, intentions, and perspectives that are different from one’s own.
Theory of mind is crucial for everyday human social interactions and is used when analyzing,
judging, and inferring others’ behaviors.

9

Intention exists in everything that we do. In fact, our intentions can change the minute we
become aware of what they are. Consider an example: your cell mate never cleans after himself.
So one day, when you return to your cell and notice that his stuff is all over the place, you decide
to clean it all up in order to rub it in his face later. While you are cleaning the cell, you fully
become aware that your intention for this particular action is to make someone feel bad about the
hygiene habits. As the result of this, you decide to change your intention. You are now cleaning
the cell because you like things clean and show or teach your cell mate how to keep the cell
clean.

Practice Phase: What is my intention?
Sit comfortably. Straighten your spine. Make any necessary adjustments.
Focus your attention inward by gently dropping your gaze to the floor in front of you.
Notice where you chose to look. Are you aware of the intention behind your choice?
Where did you sit at dinner last night? Are you aware of the intention behind that choice?
Recall something you said or did today. What was your intention?
Remember your choice to enroll in this class. What was your intention?
When you are ready, answer the following questions:

My intention in enrolling in this class is _____________________________________________

Feedback Phase: Please answer the following questions

What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

10

Chapter 2
The Introduction Phase: The Starfish Story
Once upon a time, there was an old man who used to go to the ocean to do his writing. He had a
habit of walking on the beach every morning before he began his work. Early one morning, he
was walking along the shore after a big storm had passed and found the vast beach littered with
starfish as far as the eye could see, stretching in both directions.

Off in the distance, the old man noticed a small boy approaching. As the boy walked, he paused
every so often and as he grew closer, the man could see that he was occasionally bending down
to pick up an object and throw it into the sea. The boy came closer still and the man called
out, “Good morning! May I ask what it is that you are doing?”

The young boy paused, looked up, and replied “Throwing starfish into the ocean. The tide has
washed them up onto the beach and they can’t return to the sea by themselves,” the youth
replied. “When the sun gets high, they will die, unless I throw them back into the water.”

The old man replied, “But there must be tens of thousands of starfish on this beach. I’m afraid
you won’t really be able to make much of a difference.”
The boy bent down, picked up yet another starfish and threw it as far as he could into the ocean.
Then he turned, smiled and said, “It made a difference to that one!”

What is the message, your understanding, or the purpose of this story?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 2 - Attention
NVC challenges us to live in the present – to focus on our own or the other person’s feelings and
needs from moment to moment. Whether we are observing, thinking, evaluating, or judging, our
practice is to be aware that this is what we are doing right now. Even when we are thinking about
a past or future event, we recognize that we are engaging in the present-moment mental activity
of “recalling” or “planning.” We recognize that thinking about the past or imagining the future
generates present-moment feelings and needs.
The Present Moment
11

Being in the present moment, or the “here and now,” means that we are aware and mindful of
what is happening at this very moment. We are not distracted by ruminations on the past or
worries about the future, but centered in the here and now. All of our attention is focused on the
present moment.
Why Being Present Minded is Important?
Being present and exerting our ability to be mindful not only makes us happier, it can also help
us deal with pain more effectively, reduce our stress and decrease its impact on our health, and
improve our ability to cope with negative emotions like fear and anger.
Balancing the Past, Present, and Future
It’s good to think about the past and future sometimes.
Where would we be if we didn’t look back over our past successes and mistakes and learn from
them? Where would we be if we never planned for the future or prepared ourselves for what is to
come?
In both cases, we likely wouldn’t be in a good place.
It’s essential to a healthy life to spend some time thinking about the past and the future, but it’s
rare that we don’t think enough about the past or the future—usually our problem is focusing too
intently (or even obsessively) on the past or the future.
One of the aims of mindfulness and a key factor in living a healthy life is to balance your
thoughts of the past, the present, and the future. Thinking about any of them too much can have
serious negative effects on our lives, but keeping the three in balance will help us to be happy
and healthy people.
It’s hard to say what the exact right balance is, but you’ll know you’ve hit it when you worry
less, experience less stress on a regular basis, and find yourself living the majority of your life in
the present.

How to be Present and Live in the Moment
To get to this healthy balance, try to keep these guidelines in mind:
• Think about the past in small doses, and make sure you are focusing on the past for a reason
(e.g., to relive a pleasant experience, identify where you went wrong, or figure out the key to
a past success).
• Think about the future in small doses, and make sure you are focusing on the future in a
healthy, low-anxiety way (e.g., don’t spend time worrying about the future, think about the
future just long enough to prepare for it and then move on).
• Stay in the present moment for the vast majority of your time.

Practice Phase: Paying attention to your body exercise
1. Can you feel your hair touching your head?
2. Can you feel your belly rising and falling as you breathe?
3. Can you feel the space between your eyes?
4. Can you feel the distance between your ears?
5. Can you feel your breath touching the back of your throat while you inhale?
6. Can you feel the bottoms of your feet?
12

7. Can you hear the sounds in the room?
8. Can you feel the air against your cheek?
9. Can you feel the muscles in the back of your neck?
10. Can you feel all the fingers in one hand?
11. Can you feel your arms hanging down?
12. Can you feel the temperature in the air around you?
13. Can you feel the back of your hands?
14. Can you notice any tightness in your jaw?
15. Can you feel the floor under you?
16. Can you see the darkness behind your eyelids?
17. Can you hear your breath?
18. Can you feel a heaviness in your legs?
19. Can you notice the ribs around your lungs?
20. Can you feel your face relaxing?

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

13

Chapter 3

The Introduction Phase: in the eye of the beholder….

What is the message, your understanding, or the purpose of this picture?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 3 - Communication
How do we communicate? List three examples
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
14

The Communication Process

A message is sent (in a verbal, nonverbal, or a written form) to a sender. The sender must make
sure that message is shared in an appropriate way, and the receiver is able to understand its
meaning and significance.
Effective Communication involves minimizing potential misunderstanding and overcoming any
barriers to communication at each step in the communication process.

The response to the sender’s message is called feedback. Sometimes a feedback could be a non-
verbal way, such as smiles, sighs, etc. It can come in a form of a question or a comment.
Feedback can also be written. Feedback allows the sender to see how the effective was the
original message.
Giving an opportunity for feedback is crucial for maintaining an open communication.

The Four D’s of Disconnection

NVC has identified various ways our choices of words and language disconnect us from others
and ourselves.

Diagnosis:
Judgment – He is so lazy. These people are so greedy.
Analysis – They are just attention-seeking. He is so needy.
Criticism – That’s the wrong way. When will you grow up?
Comparison – Your brother always tries harder at school. He is a better worker then you.

In using communications similar to the above, we are using static language to diagnose who we
think people are instead of communicating what is important to us. Such language increases the
likelihood of defensiveness, argument, or returned criticism and lessens the likelihood of
understanding and connection.
The issue with diagnosis is that it isn’t effective to tell people what they are when we could be
telling them what we need or what we really feel in the moment. If we are wanting someone to
show up on time, telling them “you don’t care about our feelings” isn’t likely to motivate them to
meet our need for punctuality. If we tell someone “You are just lazy,” it is unlikely they are
going to feel motivated to help us clean up.

Denial of responsibility:
You made me angry/sad/upset, etc.
15

Whenever we use language in ways that blame others for our feelings, we are disconnected from
the true source of our feelings, our needs. It is unlikely we can get our needs met when we blame
others for our feelings. “You make me so mad” or the ever popular, “You make me feel…” It
takes responsibility of our feelings and dumps onto others. While this is an expression of our
feelings, it isn’t a clear request.
There is also the denial of responsibility for the actions. According to NVC, there are eight ways
we deny responsibility for our actions:
1. Vague, impersonal forces – I just had to do it.
2. Our condition, diagnosis, personal, or psychological history – I smoke because I
am addicted.
3. The action of others – I had to beat him up, he hit me first.
4. The dictates of authority – The higher ups made me fire her.
5. Group pressure – I teased her because everyone else was doing it.
6. Institutional policies, rules and regulations – I have to do it because we have a
zero tolerance policy.
7. Gender roles, social roles, or age roles – I don’t want to cook but I am a wife and
a mother.
8. Uncontrollable impulses – I just couldn’t help myself.

Demand:
You have to do something…

When we make demands on others, we are disconnected from them but also from ourselves. If
we add a degree of “choice” into our requests, they will have a sense of choice. An example
would be, “Would you be willing to stop…. So we can talk about…?”

Deserve-thinking language
What goes around comes around
They are poor because they don’t work hard enough and save their money.

We were taught from an early age that bad people deserve punishment and that good people
deserve reward. Deserve language consists of moralistic judgments that determine who should
get what.

Practice Phase: Using the Four D’s of Disconnect

Provide an example for each from your own experience:
Diagnosis _____________________________________________________________________

Denial of responsibility __________________________________________________________

Demand ______________________________________________________________________

Deserve-thinking language _______________________________________________________

16

Please describe how you can use the knowledge from this chapter to avoid such disconnect:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

17

Chapter 4

The Introduction Phase: The Group of Frogs
As a group of frogs was traveling through the woods, two of them fell into a deep pit. When the
other frogs crowded around the pit and saw how deep it was, they told the two frogs that there
was no hope left for them.
However, the two frogs decided to ignore what the others were saying and they proceeded to try
to jump out of the pit.
Despite their efforts, the group of frogs at the top of the pit were still saying that they should just
give up. That they would never make it out.
Eventually, one of the frogs took heed to what the others were saying and he gave up, falling
down to his death. The other frog continued to jump as hard as he could. Again, the crowd of
frogs yelled at him to stop the pain and just die.
He jumped even harder and finally made it out. When he got out, the other frogs said, “Did you
not hear us?”
The frog explained to them that he was deaf. He thought they were encouraging him to the entire
time.

What is the message, your understanding, or the purpose of this story?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 4 – Choices
Regardless of the message, it is our choice how we receive it. NVC points to the availability of
four choices regarding where we put our attention when we have difficulty enjoying what
someone is saying to us. Here is the list of the four choices:
1. I can hear blame and think what’s wrong with them – attack the message giver (Hear
Blame – Blame Back).
2. I can hear blame and think what’s wrong with me – attack myself (Hear Blame – Blame
Self).
3. I can hear my own feelings and needs as I listen to their words – listen to myself (Listen
to your feelings and needs).
4. I can hear their feelings and needs beneath their words – listen to the message giver
(Listen to the sender’s feelings and needs).
Examples:
Difficult message 1 “I need you to clean up your cell now!”
18

Response using Hear Blame – Blame Back - “I don’t care what you asking me. You clean it
up.”
Difficult message 2 “I don’t have extra money to send to you.”
Response using Listen to the sender’s feelings and needs – “I understand. I know times have
been tough lately, supporting the family by yourself while I am in prison.”
Difficult message 3 “If you don’t like this, then don’t come to prison.”
Response using Hear Blame – Blame Self – “I know I am a screw up for coming back to prison
all the time.”

Practice Phase: Using four choices to respond to difficult messages
You are late to chow, you were slow walking, go back to your cell.
Respond with Hear Blame – Blame Back ___________________________________________________

You can’t bring anything with you to the chow hall, either throw it away or it is confiscated.
Respond with Hear Blame – Blame Self ____________________________________________________

I will not be prescribing you any pain medications because you have a long history of addiction.
Respond with Listen to your feelings and needs _______________________________________

If I see you out here again, I am locking you up in the SHU.
Respond with Listen to the sender’s feelings and needs _________________________________

I am not coming all this way just so we can fight.
Respond with Hear Blame – Blame Self _____________________________________________

Whoever you need is not here today, and I have no idea when he or she will be back, but most
importantly I couldn’t care less.
Respond with Listen to your feelings and needs _______________________________________

I need you to clear the metal detector.
Respond with Hear Blame – Blame Back ____________________________________________

Sir, please take off your sunglasses.
Respond with Listen to sender’s feelings and needs ____________________________________

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________
19

Chapter 5
The Introduction Phase: “No act of kindness, no matter how small, is ever wasted.” ©
Aesop
What is the message, your understanding, or the purpose of this quote?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 5 – Observation
NVC emphasizes the distinction between observation and evaluation. Observation refers to what
we directly see, hear, smell, taste, and feel. Evaluation consists of the thoughts and
interpretations in our minds that get triggered by an observation.
Our habit of mixing observation and evaluation contributes to a miscommunication. Consider the
following example:
1. You lied to me about your job assignment
2. What you told me about your job assignment isn’t true
3. You said you worked as a cook but this report says you were an orderly
4. I heard you say that you were a cook in your previous institution but I am seeing on this
report that you were an orderly
The first two statements are an evaluation. As the result, they can be inaccurate. In order to avoid
misunderstanding or miscommunication, ask yourself when you say or think of a statement
“What are the evidence?”
Example:
“The yard seems to be cold, gloomy, and miserable.”
Evidence: I do not see any sun. I see people wear coats, hats, and scarves. I do not see that many
people on the yard. I do not have evidence if the yard is miserable.

Practice Phase: Distinguish between observation and evaluation

Statement 1 “Nobody cares about me.”
Evidence: _____________________________________________________________________
Observation or Evaluation? (Circle one)

Statement 2 “He is never here to do his job.”
Evidence: _____________________________________________________________________
Observation or Evaluation? (Circle one)
20

Statement 3 “This cell is very dirty.”
Evidence: _____________________________________________________________________
Observation or Evaluation? (Circle one)

Statement 4 (Create your own) ____________________________________________________
Evidence: _____________________________________________________________________
Observation or Evaluation? (Circle one)

Statement 5 (Create your own) ____________________________________________________
Evidence: _____________________________________________________________________
Observation or Evaluation? (Circle one)

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

21

Chapter 6 – Please review your goals from page 5.

Are there any changes? __________________________________________________________

If yes, please specify ____________________________________________________________

Are there any additions? _________________________________________________________

If yes, please specify ____________________________________________________________

The Introduction Phase: in the eye of the beholder….

What is the message, your understanding, or the purpose of this picture?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

22

The Psychoeducation Phase: NVC Key Concept 6 – Feelings (Appendix A on page… contains
full list of feelings).
In NVC, a feeling can be an emotion, body sensation, mood, or state of mind. NVC urges us to
“connect with our feelings.” We do this by actually feeling our feelings and being aware of what
we are feeling, while recognizing the distinction between feelings and thoughts. To verbally
express what we are feeling, NVC suggests words that most effectively describe our internal
experience without making reference to other people or outer circumstances. For example,
saying “I feel scared and lonely” helps us connect more easily with the actual feeling-experience
than “I feel abandoned” which is primarily a thought about something being done to me. We are
also reminded that, in the English language, phrases beginning with “I feel that…,” “I feel as
if…,” “I feel he/she/it/you,” etc. are likely to express thoughts rather than feelings.
You can get to know your feelings simply by sitting quietly with your eyes closed or looking
downward, and turning inward. Shifting your attention inward helps you to sense what is going
on inside of you. We can get so caught up in what we’re doing, what we’re talking about, or
what other people are doing, that we forget to notice ourselves.
Expensive Emotions – why do we call them expensive?
They take a lot of energy out of us.
Practice Phase: Finding the benefits within expensive emotions

Here is the list of expensive emotions. Try to write down benefits of such emotions. The first one
is an example:
Sadness makes you pay attention to detail
Pessimism ____________________________________________________________________

Guilt _________________________________________________________________________

Anxiety ______________________________________________________________________

Anger ________________________________________________________________________

Jealousy ______________________________________________________________________

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________
23

Chapter 7
The Introduction Phase: in the eye of the beholder….

What is the message, your understanding, or the purpose of this picture?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 7 – Need (Appendix B on page… contains full
list of needs)
Maslow's hierarchy of needs is used to study how humans partake in behavioral motivation
intrinsically. Maslow used the terms "physiological," "safety," "belonging and love," "esteem,"
and "self-actualization" to describe the pattern through which human motivations generally
24

move. This means that in order for motivation to occur at the next level, each level must be
satisfied within the individual themselves.

Besides the essential requirements for physical survival, such as water, sleep, food, etc., all
human beings across all cultures share the same basic needs in order to thrive and realize
themselves. Safety, connection, meaning, respect, caring, etc. are qualities which are universally
cherished even though the words for their expression and the means for their fulfillment vary
drastically in different cultures and for different individuals. While needs may be expressed as a
dream, value, want, or desire, NVC clearly distinguishes universal needs from desires which are
tied to a specific person, place, action, or time. In NVC, we attribute our feelings to the needs
that are stirring in use rather than to external circumstances or to other people.

Practice Phase: Where are you on the hierarchy?
Please describe where you believe you are at on the hierarchy pyramid and what motivations do
you need to move further?
25

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

26

Chapter 8
The Introduction Phase: “Success is not final, failure is not fatal; it is the courage to
continue that counts.” © Winston Churchill
What is the message, your understanding, or the purpose of this quote?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 8 – Request
We articulate a request as a concrete means to fulfill a need we have identified. We offer our
request in the spirit of a gift – as an opportunity for the other person to use their power to
contribute to our well-being. NVC suggests that requests be presented in positive and concrete
action language which invites the listener to make an immediate response. As a component of the
NVC process, request is a strategy to meet needs in a relationship where the needs of both parties
are valued. It is clearly distinguished from “demand” where compliance is expected without
consideration of the other party’s needs.
NVC reminds us that in addition to requesting that someone take a particular action, we can
make “connecting requests”– and thus increase the likelihood of meeting both parties’ needs.
• Connecting request for empathy – “Would you be willing to tell me what you are hearing
me say?”
• Connecting request for honesty – “Would you be willing to tell me what you are feeling
and needing when you hear me say this?”
Ways to request:

Use positive language when making requests:
Making requests in clear, positive, concrete action language reveals what we really want
Vague language contributes to confusion

Making requests consciously:
When we simply express our feelings, it may not be clear to the listener what we want them to
do.

Asking for reflection:
To make sure the message we sent is the message that’s received, ask the listener to reflect it
back.
Express appreciation when your listener tries to meet your request for a reflection.
27

Requests versus Demands
To tell if it’s a demand or a request, observe what the speaker does if the request is not complied
with.
It’s a demand if the speaker then criticizes or judges
It’s a demand if the speaker then lays a guilt trip
It’s a request if the speaker then shows empathy toward the other person’s needs.
Practice Phase: Expressing requests.
Please circle the number in front of the following statements that represent a request based on the
NVC concept:
1. I want you to understand me.
2. I’d like you to tell me one thing that I did that you appreciate.
3. I’d like you to feel more confidence in yourself.
4. I want you to stop drinking.
5. I’d like you to let me be me.
6. I’d like you to be honest with me about yesterday’s meeting.
7. I would like you to drive at or below the speed limit.
8. I would like you to show respect for my privacy.
9. I’d like you to prepare dinner more often.

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

28

Chapter 9
The Introduction Phase:
Do Not Stand At My Grave And Weep
Do not stand at my grave and weep
I am not there; I do not sleep.
I am a thousand winds that blow,
I am the diamond glints on snow,
I am the sun on ripened grain,
I am the gentle autumn rain.
When you awaken in the morning’s hush
I am the swift uplifting rush
Of quiet birds in circled flight.
I am the soft stars that shine at night.
Do not stand at my grave and cry,
I am not there; I did not die.
© Mary Elizabeth Frye

What is the message, your understanding, or the purpose of this poem?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 9 – Connecting with self
Our ability to apply NVC effectively in our relationships with others depends on our ability to
relate to ourselves with NVC consciousness. We are called to feel our feelings from moment to
moment and to be aware of the current need that is generating the feelings. “Connecting with
self” may take several forms. It may entail a self-dialogue to translate judgments (of myself or
others) into an awareness of my own needs. Or it may involve focusing inwardly to actually
experience this moment’s physical and emotional feelings. We also “connect with self” when we
take the inner-witness stance, cultivating mindfulness of this moment’s experience, being aware
that we are thinking or feeling, judging or observing, sitting or standing.
Ways to connect with self:
1. Check in with yourself regularly
2. Find silence
3. Focus on your breath
4. Feel all the feelings/ Name your feelings
29

5. Create a morning ritual
6. Become aware of your thoughts
7. Move your body
8. Smile
Practice Phase: Life after bars.

What would you like to be when you are released from prison? ___________________________
______________________________________________________________________________
Qualities that you believe you possess to stay out of prison? _____________________________
______________________________________________________________________________
Qualities that you would like to have? _______________________________________________
______________________________________________________________________________
What do you think you must do to stay out of prison? __________________________________
______________________________________________________________________________
How can you start now? __________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

30

Chapter 10
The Introduction Phase: A Pound of Butter
There was a farmer who sold a pound of butter to a baker. One day the baker decided to weigh
the butter to see if he was getting the right amount, which he wasn’t. Angry about this, he took
the farmer to court.
The judge asked the farmer if he was using any measure to weight the butter. The farmer replied,
“Honor, I am primitive. I don’t have a proper measure, but I do have a scale.”
The judge asked, “The how do you weigh the butter?”
The farmer replied; “Your Honor, long before the baker started buying butter from me, I have
been buying a pound loaf of bread from him. Every day when the baker brings the bread, I put it
on the scale and give him the same weight in butter. If anyone is to be blamed, it is the baker.”

What is the message, your understanding, or the purpose of this story?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 10 – Honesty
Honesty is a facet of moral character that connotes positive and virtuous attributes such as
integrity, truthfulness, straightforwardness, including straightforwardness of conduct, along with
the absence of lying, cheating, theft, etc. Honesty also involves being trustworthy, loyal, fair, and
sincere.
Moral Reasoning:
The purpose of moral reasoning – to challenge the participants to achieve a more socially and
morally mature view of the world. Participants learn how to see the world in a more fair and
equitable way and how to take into account perspectives other than their own. Achieving more
mature moral understanding means that participants are more likely to make more responsible
choices.
Stages of Moral Reasoning
Immature Moralities: Stages 1 and 2
Stage 1: Power – Might Makes Right
Morality is whatever big or powerful people say that you have to do. If you are big and powerful,
whatever you say is right, and whatever you want to do or get is fair.
If you don’t get punished for what you do or no one powerful sees it, whatever you do is OK. It
is wrong if you get punished; the punishment makes it wrong.
Physical damage or other obvious injury – but not psychological suffering – is noticed and
acknowledged to be wrong.
31

Individuals tend to spout clichés – you should never tell a lie – without much understanding of
what they mean.
Stage 2: Deals – You Scratch My Back, Ill Scratch Yours
Morality is exchanged for favors – I did this for you, so you’d better do that for me.
You should ask or figure, “What’s in it for me?” before you help or obey others.
The main reason for not stealing, cheating, and so on is that you could get caught.
Mature Moralities: Stages 3 and 4
Stage 3: Mutuality – Treat Others as You would Hope They Would Treat You
In mutual morality, the relationship itself becomes a value.
People can really care about other people, can have trust in them, and can feel part of a “we.”
Stage 4: Systems – Are You Contributing to Society?
This morality involves interdependence and cooperation for the sake of society: Society can’t
make it if people don’t respect others’ rights and follow through on their responsibilities.
Honoring your commitments is a sign of good character
In difficult situations, retaining integrity and self-respect may mean becoming unpopular.
Stage 1 is superficial insofar as concrete or physical appeals are made in justifying moral values.
For example, the father is the boss because he is bigger. Saving the life of more than one person
is more important because one man has just one house, maybe a lot of furniture but a whole
bunch of people have an awful lot of furniture. Stage 2 is more psychological but is still
superficial in a pragmatic way. For example, in stage 2 it is justified to keep promises to ensure
that others keep their promises to them and do nice things for them, and to keep others from
getting mad at them.
Stages 3 and 4 mark more mature moral judgement, typically emerging later in life, giving an
opportunity to take a perspective of others. With the advent of stage 3, moral judgment advances
beyond superficiality to a deeper understanding of moral norms, decisions, and values. Stage 3
goes beyond pragmatic thinking to achieve a mutuality of perspectives. Because we interact in
the larger world, stage 3 comprehension of the need for mutual understanding expands into an
appreciation of the need for commonly accepted, consistent standards, and interdependent
requirements. You have got to have certain understandings in things that everyone is going to
abide by or else you could never get anywhere in society, never do anything.

Thinking errors in moral reasoning:
Self-centered – if I see something I like, I take it.
Assuming the worst – you should hurt people first before they hurt you.
Blaming others – if others don’t cooperate with me, it’s not my fault if someone gets hurts.
Minimizing – everybody steals, it’s not a big deal.

Practice Phase: George’s Story
One day George’s older brother, Jake, tells him a secret: Jake is selling drugs. George and Jake both
know that the kind of drug Jake is selling is highly addictive and causes lung and brain damage. It
can even kill people. George asks his brother to stop selling. But the family is poor, and Jake says he
is only doing it to help out with the family’s money problems. Jake asks his younger brother not to
tell anyone.

What should George say or do?
1. Should George promise to keep quiet and not tell on his brother?
32

! should keep quiet ! should tell ! can’t decide (check one)
Why? _______________________________________________________________________________
2. What if Jake tells George that selling drugs is no big deal, that plenty of Jake’s friends do it all the
time? Then what should George do?
! should keep quiet ! should tell ! can’t decide (check one)
Why? _______________________________________________________________________________

3. What if George finds out that Jake is selling the drug to 10-year-olds outside a school? Then what
should George do?
! should keep quiet ! should tell ! can’t decide (check one)
Why? _______________________________________________________________________________

4. What if Jake himself won’t be harmed by the drug—he tells George he knows how addictive and
harmful the stuff is and never touches it? Then what should George do?
! should keep quiet ! should tell ! can’t decide (check one)
Why? _______________________________________________________________________________

5. What if George finds out that Jake isn’t using any of the money at all to “help out the family” but
instead is spending it on booze and other things for himself? Then what should George do?
! should keep quiet ! should tell ! can’t decide (check one)
Why? _______________________________________________________________________________

6. Is it ever right to tell on someone?
! sometimes right ! never right ! can’t decide (check one)
Why? _______________________________________________________________________________

7. Who is to blame in this situation?
! George ! Jake ! other ! can’t decide (check one)
Why? _______________________________________________________________________________

8. How important is it for judges to send drug dealers to jail?
! very important ! important ! not important (check one)
Why? ________________________________________________________________________

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

33

Chapter 11
The Introduction Phase: “The best of humanity is in our exercise of empathy and
compassion. It’s when we challenge ourselves to walk in the shoes of someone whose pain
or plight might seem so different than yours that its almost incomprehensible.”
What is the message, your understanding, or the purpose of this quote?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 11 – Empathy
Empathy is simply recognizing emotions in others, and being able to “put yourself in another
person’s shoes” – understanding the other person’s perspective and reality.
To be empathic, you have to think beyond yourself and your own concerns. Once you see
beyond your own world, you’ll realize that there’s so much to discover and appreciate.
Using Empathy
1. Put aside your viewpoint, and try to see things from the other person’s point of view –
when you do this, you’ll realize that other people most likely aren’t being evil, unkind,
stubborn, or unreasonable – they’re probably just reacting to the situation with the
knowledge they have.
2. Validate the other person’s perspective – once you “see” why others believe what they
believe, acknowledge it. Remember: acknowledgement does not always equal agreement.
You can accept that people have different opinions from your own, and that they may
have good reasons to hold those opinions.
3. Examine your attitude – are you more concerned with getting your way, winning, or
being right? Or, is your priority to find a solution, build relationships, and accept others?
Without an open mind and attitude, you probably won’t have enough room for empathy.
4. Listen!!! – listen to the entire message that the other person is trying to communicate.
Listen with your ears, your eyes, and your instincts.
5. Ask what the other person would do – when in doubt, ask the person to explain their
position. This is probably the simplest, and most direct, way to understand the other
person.
Practice Phase: How easy is it to be empathic?
Based on the information you have learned today, please answer the following questions:
What is the difference between empathy and sympathy?
34

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Describe a situation when you have tried to use empathic skills described above?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

35

Chapter 12 - Please review your goals one last time from page 5.

Are there any changes? __________________________________________________________

If yes, please specify ____________________________________________________________

Are there any additions? _________________________________________________________

If yes, please specify ____________________________________________________________
The Introduction Phase: “It is never too late to be what you might have been.”
What is the message, your understanding, or the purpose of this quote?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

The Psychoeducation Phase: NVC Key Concept 12 – Expressing and receiving a “No.”
In NVC, whether expressing or receiving a “no,” we perceive “no” not as a rejection.
Let today mark a new beginning for you. Give yourself permission to say NO without feeling
guilty , mean, or selfish, Anybody who gets upset and/or expects you to say YES all of the time
clearly doesn’t have your best interest at heart, Always remember: You have a right to say NO
without having to explain yourself, Be at peace with your decisions.

Here are some thoughts to consider in regards to saying “no” (regardless of the situations)
You are responsible for creating your boundaries.
No – does not require an explanation.
You are not responsible for anyone else’s reaction.

However, these apply to you when you are hearing the word “no.”
Strategies for saying no:
1. Keep your response simple. Be firm and direct.
2. Consider a compromise. Offer an alternative, if applicable. But you do not have to.
3. Separate refusal from rejection.
4. Do not feel guilty for saying no.
5. Be true to yourself.
Practice Phase: How easy is it to say “no?”
Is it difficult for you to say no? ____________________________________________________
36

Is it difficult for you to hear the word “no?” __________________________________________

Describe a situation when you have tried to use empathic skills described above?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Feedback Phase: Please answer the following questions
What was the most helpful part of the session? ________________________________________
What was the least helpful part of the session? ________________________________________
Would you do something differently? _______________________________________________
What is/are your key take away from today’s class? ____________________________________
______________________________________________________________________________
______________________________________________________________________________

37

Appendix A:
Feelings when your needs are satisfied
AFFECTIONATE
compassionate
friendly
loving
open hearted
sympathetic
tender
warm
ENGAGED
absorbed
alert
curious
engrossed
enchanted
entranced
fascinated
interested
intrigued
involved
spellbound
stimulated
HOPEFUL
expectant
encouraged
optimistic
CONFIDENT
empowered
open
proud
safe
secure
EXCITED
amazed
animated
ardent
aroused
astonished
dazzled
eager
energetic
enthusiastic
giddy
invigorated
lively
passionate
surprised
vibrant
GRATEFUL
appreciative
moved
thankful
touched
INSPIRED
amazed
awed
wonder
JOYFUL
amused
delighted
glad
happy
jubilant
pleased
tickled
EXHILARATED
blissful
ecstatic
elated
enthralled
exuberant
radiant
rapturous
thrilled
PEACEFUL
calm
clear headed
comfortable
centered
content
equanimous
fulfilled
mellow
quiet
relaxed
relieved
satisfied
serene
still
tranquil
trusting
REFRESHED
enlivened
rejuvenated
renewed
rested
restored
revived
Feelings when your needs are not satisfied
AFRAID
apprehensive
dread
foreboding
frightened
mistrustful
panicked
petrified
scared
suspicious
terrified
wary
worried
ANNOYED
aggravated
dismayed
CONFUSED
ambivalent
baffled
bewildered
dazed
hesitant
lost
mystified
perplexed
puzzled
torn
DISCONNECTED
alienated
aloof
apathetic
bored
EMBARRASSED
ashamed
chagrined
flustered
guilty
mortified
self-conscious
FATIGUE
beat
burnt out
depleted
exhausted
lethargic
listless
sleepy
tired
TENSE
anxious
cranky
distressed
distraught
edgy
fidgety
frazzled
irritable
jittery
nervous
overwhelmed
restless
stressed out
VULNERABLE
fragile
38

disgruntled
displeased
exasperated
frustrated
impatient
irritated
irked
ANGRY
enraged
furious
incensed
indignant
irate
livid
outraged
resentful
AVERSION
animosity
appalled
contempt
disgusted
dislike
hate
horrified
hostile
repulsed
cold
detached
distant
distracted
indifferent
numb
removed
uninterested
withdrawn
DISQUIET
agitated
alarmed
discombobulated
disconcerted
disturbed
perturbed
rattled
restless
shocked
startled
surprised
troubled
turbulent
turmoil
uncomfortable
uneasy
unnerved
unsettled
upset
weary
worn out
PAIN
agony
anguished
bereaved
devastated
grief
heartbroken
hurt
lonely
miserable
regretful
remorseful
SAD
depressed
dejected
despair
despondent
disappointed
discouraged
disheartened
forlorn
gloomy
heavy hearted
hopeless
melancholy
unhappy
wretched
guarded
helpless
insecure
leery
reserved
sensitive
shaky
YEARNING
envious
jealous
longing
nostalgic
pining
wistful
(c) 2005 by Center for Nonviolent Communication

39

Appendix B:
Needs Inventory
CONNECTION
acceptance
affection
appreciation
belonging
cooperation
communication
closeness
community
companionship
compassion
consideration
consistency
empathy
inclusion
intimacy
love
mutuality
nurturing
respect/self-respect
CONNECTION continued
safety
security
stability
support
to know and be known
to see and be seen
to understand and
be understood
trust
warmth
PHYSICAL WELL-BEING
air
food
movement/exercise
rest/sleep
sexual expression
safety
shelter
touch
water
HONESTY
authenticity
integrity
presence
PLAY
joy
humor
PEACE
beauty
communion
ease
equality
harmony
inspiration
order
AUTONOMY
choice
freedom
independence
space
spontaneity
MEANING
awareness
celebration of
life
challenge
clarity
competence
consciousness
contribution
creativity
discovery
efficacy
effectiveness
growth
hope
learning
mourning
participation
purpose
self-
expression
stimulation
to matter
understanding
(c) 2005 by Center for Nonviolent Communication

Abstract (if available)

Abstract The Grand Challenge “Promoting Smart Decarceration” does not only encourage to take simple steps to decrease the prison population but it also attempts to target the never-ending high recidivism rate through innovative prison programs. The principle steps to challenge this ancient problem are to evaluate the current prison rehabilitation process. What is found is that prison environment continues to be the number one influence of this vicious correctional cycle. The prison population spends their time as warehouse products, without taking even the simplest steps towards reentry preparation. One strong constituent against rehabilitation is the prison violence. The normalization and the ignorance of this barrier is harming the incarcerated, the correctional staff, and the communities. The Nonviolent Communication Program (NVC) is an innovative program developed using a compassionate and empathic ways to provide conflict resolutions. The process calls for identifying feelings and needs that influence behavior from observing or encountering difficult situations. The NVC program developed specific 12 concepts that are utilized to enhance communication and conflict resolution skills in order to avoid violent responses. This is the first and innovative step to teach the prison population about an alternative way to deal with challenging circumstances: the step that has not only a potential to improve the prison environment for all involved but also to help people keep themselves out of prisons.

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Capstone project: Project prepare, plan, and provide

Asset Metadata

Creator Panarina, Olga (author)

Core Title The Nonviolent Communication Program (NVC): the innovative step to combat prison violence

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Publication Date 05/02/2020

Defense Date 04/11/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag grand challenge,OAI-PMH Harvest,Prison,Rehabilitation,smart decarceration,Social Work,Violence

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Lee, Nani (committee chair)

Creator Email iphoneolga@gmail.com,opanarina@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-294441

Unique identifier UC11663915

Identifier etd-PanarinaOl-8394.pdf (filename),usctheses-c89-294441 (legacy record id)

Legacy Identifier etd-PanarinaOl-8394.pdf

Dmrecord 294441

Document Type Capstone project

Rights Panarina, Olga

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA