ACTION RESEARCH NONVIOLENT

COMMUNICATION PRESENTATION

In fulfi llment of graduate course work at Saint Catherine University – Saint Paul, MN

Amanda Britt Hadsall Jakowich

To what extent will

Nonviolent Communication

(NVC) influence social-

emotional development and

socialization, particularly

with students experiencing

varying trauma and

students who are English

Language Learners?

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Definitions

◦ Nonviolent Communication (NVC) - is a unique and powerful process for inspiring compassionate connection and action (NVC, 2020, pa. 3). It strengthens people's ability to compassionately connect with themselves and one another, share resources, and resolve conflicts peacefully.  

◦ Social-Emotional Learning (SEL) - the ability to recognize and manage emotions, develop care and concern for others, make responsible decisions, establish healthy relationships, and effectively handle challenging situations (Dacey et al., 2016)

◦ Socialization - the process beginning during childhood by which individuals acquire the values, habits, and attitudes of a society (Merriam-Webster, 2020)

◦ SEL Interruptions –Experiences that negatively impact healthy social-emotional development◦ Trauma

◦ Adverse Childhood Experiences (ACEs)

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THEORETICAL FRAMEWORK

NVC provides a backdrop and set of skills to address human issues, from the most personal relationships to global disputes (Rosenberg, 2003). 

WHY – NVC?

*healthy communication with students and peer-to-peer interaction

*build self-confidence in support of social-

emotional learning

*empower students to navigate relationships

Classroom Management

Student Conflict

Student Redirection

Teacher Language and Communication Barrier

The NVC model is built on four components

Observations – the concrete actions we observe that affect our well-being

Feelings – how we feel in relation to what we observe Needs – the needs, values, desires, etc. that create our

feelings Requests – the concrete actions we request in order to

enrich our lives

Rosenberg, M. (2015)

Nonviolent Communication

Feeling

State the emotion related to the met or unmet need

Need Request

Be clear and specific

State the need that is met or unmet

Rosenberg, M. (2015)

LITERATURE REVIEW

Physical and emotional development flourishes in an environment that maintains healthy connections between caring adults and children (Dacey

et al., 2016)

Categories of Research Reviewed

Communication Strategies

Nonviolent Communication (NVC)

Social-Emotional Learning (SEL)

Classroom Culture

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Supporting Social-Emotional Learning

Equipping young children with vocabulary to articulate thoughts and feelings strengthens their ability to handle challenging social situations

Physical and emotional development flourishes in an environment that maintains healthy connections between caring adults and children

Responsible decision-making in the classroom environment is key to mutual respect and ethical actions that focus on the safety of oneself and others.

Research suggests that behaviors and attitudes toward peers who appear the same or different are constructed views that are socially derived In culturally responsive classrooms, students learn to understand and value differences, appreciate diversity, and respect others

(Dacey et al., 2016; Darling-Churchill & Lippman, 2016; Day & Allvin, 2016; Kidron, 2019; Pickett, 2018; Seigel, 2012; Simmons, 2019)

Interruptions in Social-Emotional Learning

To assist children in building up self-regulatory skills, adults must focus on specific strategies and interventions that support SEL while also proactively understanding the frequency and the varying types of trauma they have experienced

Results suggested that students with exposure to three or more ACEs significantly increased the likelihood of social delays and were nearly two and a half times more likely to have aggressive tendencies. ACEs in this research example negatively impact the child’s need to develop healthy social awareness skills.

Participation in early learning programs can assist in early detection and interventions for children experiencing trauma.

(Campbell et al., 2016; Dacey et al., 2016; Darling-Churchill & Lippman, 2016; Liming & Grube, 2018; Seigel, 2012)

METHODOLOGY

By presenting lessons in NVC, students will feel empowered to express their feelings and needs in a variety of situations

HOW – NVC?

* Present NVC by engaging students in Grace and Courtesy lessons

*Observe interaction between students

*Role model compassionate language

*Provide supportive guidance to engage students in exploring their emotions

Engagement

Observe

Role Model

Support

Grace and Courtesy Lesson

Feeling

“I feel pleased when you raise a quiet hand…

Need Request

Please raise a quiet hand if you have

something you would like to share.”

because I need to hear what you

have to say.

Morning Work Cycle Example

Feeling

“I feel frustrated when I see the cylinder block rolling on the floor…

Need Request

Please pick up the cylinder, place back into the block, and put the

block away so it is ready for a friend.”

because I need for our classroom materials to be

put back safely - when not in use –

ready for the next person.

Researcher-Supported NVC Between Two Students

Feeling

“I feel really angry that you took the pine bough from my hands because I was still playing with it.

Need Request

Please hand me back the pine bough. When I

am done, I will hand it to you, and you can have a

turn.”

I need you to ask me if I am done playing with it.

OTHER COMMUNICATION STRATEGIES

Positive affirmations• “I am safe. I am loved. I am kind.”

Love and Logic technique (2006)

• “I would be happy to show you how to carry your work carefully.”

First-then statements• “First wash your hands then have lunch.”

Cline & Fay, 2006

DATA ANALYSIS

Qualitative data was gathered through observation notation while quantitative data was compiled through researcher self-evaluation, delivery of specific lessons geared towards NVC dialogue, and student participation

throughout the research

Independent Communication Findings

Morning Work Cycle – NVC Recess – NVC

OBSERVATIONS & REFLECTIONS

• Students displayed curiosity in learning and describing emotions of self and others

• Students progressed through different levels of social understanding and learned how to relate to others in a new way

ACTION PLAN

When we mirror NVC, all we can see are the feelings and needs of those communicating with us: “We see what’s in their heart” (Rosenberg, 2005, p.

6).

• When supported by the researcher, students displayed an enhanced positive attitude towards themselves when addressing conflict in peer-peer interaction

• Social cohesion (connections that bring people together in a given society) was impacted by empathetically and compassionately interacting with one another

NVC & SOCIALIZATION

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Discoveries and Impacts

Discoveries Impacts

*Communicative competence – the ability to understand and use language effectively to communicate in authentic social and school environments

*Family dynamics and family culture in addressing conflicts for some students differed from lessons given

*Socio-linguistic challenges in emotional language descriptions

*Honestly expressing other methods of peaceful conflict resolution at no one else’s expense

KEY TAKE-AWAYResearcher Availability Bias

• Previous classroom experience

• Age

• Full picture of individual family dynamics

Best Next StepsNext Steps

*Provide more opportunities for peaceful resolutions (e.g. create peace table for discussions)

*Role-model compassionate communication

*Create step-by-step “quick reference” guide for students and staff

*Support self-expression by providing an environment rich in spoken-language to describe feelings and needs

References

Dacey, John S., et al. (2016). Your Child’s Social and Emotional Well-Being: A Complete Guide for Parents and Those Who Help Them. John Wiley & Sons, Incorporated.

Cline, F. & Fay, J. (2006). Parenting with Love and Logic: Teaching Children Responsibly. Navigation Press. Colorado Springs, Colorado.

Montessori, M. (1992). Education and Peace. The Clio Montessori Series Vol. 10. Clio Press. Oxford, England

Rosenberg, M. (2015). Nonviolent Communication: A Language of Life. Puddle Dancer Press. Encinitas, California. Rosenberg, M. (2003). Life-Enriching Education. Puddle Dancer Press. Encinitas, California. Rosenberg, M. (2005). Compassionate Classroom. Puddle Dancer Press. Encinitas, California. Siegel, Daniel. (2012). The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are. The Guilford Press. New York, NY

Q & AARE THERE ANY QUESTIONS?

CLARIFICATIONS? COMMENTS?

Thank you for attending and participating