Reference list: Albee, George W. (1) Reference Type: Book Section Record Number: 60 Author: Albee, George W. Year
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Albee, George W. (1) Reference Type: Book Section Record Number: 60 Author: Albee, George W. Year: 1967 Title: The relation of conceptual models to manpower needs Editor: Cowan, E.L.; Garner, E.A.; ., M. Cox Book Title: Emergent Approaches to Mental Health Problems City: New York Publisher: Appleton-Century-Crofts, Short Title: The relation of conceptual models to manpower needs Keywords: Rosenberg Influences NVC Theory Notes: Refereence from Rosenberg, Marshall B. "Community Psychology as Applied by a Clinician" in Social Change: Ideas and Applications. Vol. 1, no. 2, p. 3-4, January 1971 Alternatives to Violence Program (1) Reference Type: Report Record Number: 40 Author: Delahanty, Frances Year: 2004 Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project Institution: Pace University Type: Review Short Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project Keywords: AVP Alternatives to Violence Program Notes: Includes references URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Effectiveness%20of%20Alternatives%20to%20Violence%20Project.doc Anger (2) Reference Type: Personal Communication Record Number: 41 Author: Leu, Lucy Year: 2004 Title: Freedom Project-Quarterly Workshops Recipient: Caruso, Thomas Description: Word Document Date: January 31 Type: Project Description Short Title: Freedom Project-Quarterly Workshops Keywords: Basics Anger
Workshops Training Description Project Descriptions Connecting Reconciliation Community Notes: Prepared for NVC in Prisons proposal submitted to Centers for Disease Control and Prevention in Feb. 2004. URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Freedom%20Project-Quarterly%20Workshops-Leu013104.doc Reference Type: Personal Communication Record Number: 42 Author: Leu, Lucy Year: 2004 Title: Freedom Project-Weekly Practice Sessions Recipient: Caruso, Thomas P. Description: Word Document Date: January 31 Type: Project Description Short Title: Freedom Project-Weekly Practice Sessions Keywords: Community Anger
Return to Life Outside Prision Self-awareness Presence Compassion Notes: Provided as part of proposal to Centers for Disease Control and Prevention submitted in February 2004. URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Freedom%20Project-Weekly%20Practice%20Sessions-Leu013104.doc Appreciative Inquiry (2) Reference Type: Book Section Record Number: 72 Author: Ríos, Mauricio O.; Fisher, Scott D. Year: 2003 Title: Appreciative Inquiry as a Tool for Conflict Resolution Editor: al, Cynthia Sampson et Book Title: Positive Approaches to Peacebuilding. A Resource for Innovators City: Washington, D.C Publisher: Pact Publications Short Title: Appreciative Inquiry as a Tool for Conflict Resolution Keywords: Appreciative Inquiry Positive language Notes: Notes by Francisco Gomes de Matos (fcgm@hotlink.com.br): An example of the use of AI as a tool for conflict transformation is given by Ríos and Fisher (2003), in which the authors explore how the positive features of AI might help bring about reconciliation between conflicting parties in the longstanding maritime conflict between Bolivia and Chile. In their conclusion, the two researchers say that "although AI applications in corporate and community settings have been successful in addressing complicated issues, scenarios of deep-rooted and longstanding conflict within or between countries can bring quite different challenges" ( p.247). Reference Type: Book Record Number: 71 Author: Whitney, Diana; Trosten-Bloom., Amanda Year: 2003 Title: The Power of Appreciative Inquiry. A Practical Guide to Positive Change. City: San Francisco Publisher: Berrett-Kohler Short Title: The Power of Appreciative Inquiry. A Practical Guide to Positive Change. Keywords: Appreciative Inquiry Positive language Notes: Francisco Gomes de Matos (fcgm@hotlink.com.br): Appreciative Inquiry, a process for positive change, had its beginnings at Case Western Reserve University in 1985. It is being used by businesses, educational institutions, healthcare systems, governments and communities in the U.S. and abroad . As Whitney and Trosten-Bloom state: “AI is a bold invitation to be positive….Over and over people have told us that AI works, in part, because it gives people the Freedom to be Positive (2003:250). In a personal communication (November 2,2005), Whitney clarifies that “The research into why AI works shows that its 4-D Cycle (Discovery, Dream, Design, Delivery) is effective as a change process for five reasons: one, it lets people meet and be known to each other in relationships rather than in roles; two, it enables people to be heard for what they value and care about;three it creates opportunities for people to share their dreams in a broader community of colleagues and friends; four, it fosters an environment in which people are able to choose how they want to contribute; and five, it builds systems and structures through which people are supported in taking risks to create and to innovate." According to Whitney (personal communication), “It is AI´s relational, narrative approach to the cooperative discovery of what matters to people that is at the heart of its success as a process for creating positive futures in human organizations and communities “. On other uses of AI Methodology, see Sampson et al (2003). Assessment (5) Reference Type: Thesis Record Number: 53 Author: Blake, Susan M Year: 2002 Title: A Step Toward Violence Prevention: Non-Violent Communication as Part of a College Curriculum Academic Department: Department of Communication City: Boca Raton, Florida University: Florida Atlantic University Number of Pages: 122 Advisor: Mulvaney, Becky Thesis Type: Master of Arts Short Title: A Step Toward Violence Prevention: Non-Violent Communication as Part of a College Curriculum Keywords: Assessment Training Description NVC in Schools Higher Education Abstract: Structural hierarchies are deeply embedded in institutions such as our educational system. It can be argued that this type of model reinforces an aggressive worldview and fosters an atmosphere of violence. Teaching students to communicate compassionately should promote empathy, discourage verbal aggression and reinforce a more peaceful worldview. To accomplish this, educators need a means of replacing hegemony that assumes hierarchy and aggressive conflict are inevitable. Marshall Roaenberg's (200 1) Nonviolent Communicatrbn (NVC) may provide educators with an appropriate tool. Rosenberg's model counters the prevailing hegemany making it an ideal candidate to explore in relation to these issues. This paper examines the impact of adding an NVC workshop to two types of communication courses and whether Rosenberg's modd wauM be a u&ul addition to a college cumculurn. URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/Blake2002-MAThesis.pdf Link to PDF: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/Blake2002-MAThesis.pdf Reference Type: Report Record Number: 1 Author: Cunningham, Renie Year: 2003 Title: Respectful Communication Training: Final Evaluation Report Series Editor: Solutions, CEISS Research & IT City: British Columbia, Canada Institution: Employee Learning Services, British Columbia Public Service Agency Pages: 1-84 Date: March 12 Type: Training Assessment Short Title: Respectful Communication Training: Final Evaluation Report Keywords: Assessment Delivery
Effectiveness Relevance Introductory Workshop
At the time of this evaluation, only about ten percent of the 600 plus individuals who attended the introductory workshop had taken additional training in this series. To get the full value from the training, it is expected that learners need to take at least one of the more intensive training components. Of the few who went on for additional training, many participated in two or even all of the other three components. Given that the majority of introductory workshop participants valued the training, felt it could be applied to the workplace and that they needed more practice, it is not clear why so few went on for further training. It is possible that barriers exist to accessing the additional training. Such barriers, if they exist, would limit the potential return on the investment made in the training, as the intended outcomes would not be expected from those who only participate in the introductory workshop. The conclusions on relevance are based on what is plausible given the nature, content and intended learning outcomes of the Respectful Communication training. It is logically plausible that training beyond the introductory workshop could enhance the competencies of listening, understanding and responding; teamwork and cooperation; service orientation and integrity, and has some relevance to the vision and values of the BC public sector. There is no information on the extent to which these intended competencies were improved, either through a pre and post-test comparison, or through a direct assessment of the learners' competencies. Nor is there information to determine whether or not Respectful Communication training has had the intended impacts on communication effectiveness within the BC public service. This evaluation was conducted to address the requirement that Respectful Communication training be evaluated prior to determining future funding. This evaluation provides some information needed to address the funding issue, but other factors should be considered, since there was limited data available to assess the impact of the training on the workplace and to assess the effectiveness of the different methods of delivery. The implications of the amount of training required, in terms of time off work, the extended period of time required before results can be expected in the workplace, and the cost of training employees beyond the introductory level, must be factored into the decision about whether or not Respectful Communication training is a cost effective way to meet the training needs that it is intended to address. Notes: The report was prepared for the Public Service Employee Relations Commission (PSERC), Employee Learning Services for their information and use. The report was not published nor distributed outside of PSERC. Respectful Communication is no longer being delivered through the BC Public Service Agency. I trust this information will be helpful. URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/RespComm%20Final%20Report/RespComm%20Final%20Report%20with%20appendixes.pdf Author Address: Leadership & Learning Centre BC Public Service Agency Phone: 250-356-7202 Fax: 250-387-0749 Email: Renie.Cunningham@gems1.gov.bc.ca Website: www.bcpublicservice.ca/learning Mailing Address: PO Box 9404 Stn Prov Govt Victoria BC V8W 9V1 Location: 3rd floor, 810 Blanshard Victoria BC V8W 2H2 Reference Type: Edited Book Record Number: 86 Editor: Dahlberg, Linda L.; Toal, Susan B; Swahn, Monica H.; Behrens, Christopher B. Year: 2005 Title: Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools City: Atlanta, Georgia Publisher: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control Number of Pages: 366 Edition: 2nd. Short Title: Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools Keywords: Assessment Survey
Notes: Excellent tool for identifying appropriate outcome measures for violence-related attitudes, behaviors and influences among youths URL: http://www.cdc.gov/ncipc/pub-res/measure.htm Link to PDF: http://www.cdc.gov/ncipc/pub-res/pdf/YV/YV_Compendium.pdf Reference Type: Report Record Number: 32 Author: Hart, Sura Year: 2004 Title: Pacifica-NVC Pilot Project: January 2004-June 2005 City: Los Angeles, CA Institution: Center for Nonviolent Communication Date: January 13 Type: Project Proposal Short Title: Pacifica-NVC Pilot Project: January 2004-June 2005 Keywords: Project Proposal Assessment Training Project
Assessment Empathy
NVC Workshops URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Parenting/Assessment%20Tools/Assessment-Parenting-Kashtan.doc AVP (1) Reference Type: Report Record Number: 40 Author: Delahanty, Frances Year: 2004 Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project Institution: Pace University Type: Review Short Title: Summary of Research on the Effectiveness of the Alternatives to Violence Project Keywords: AVP Alternatives to Violence Program Notes: Includes references URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20in%20Prisons/Effectiveness%20of%20Alternatives%20to%20Violence%20Project.doc Azevedo, Milton M. (1) Reference Type: Book Record Number: 75 Author: Azevedo, Milton M. Year: 2004 Title: Portuguese. A Linguistic Introduction. City: Cambridge, UK Publisher: Cambridge University Press Short Title: Portuguese. A Linguistic Introduction. Keywords: Constructive Communication Positive language Notes: Notes by Francisco Gomes de Matos (fcgm@hotlink.com.br): A more recent, brief appraisal in English, of the Constructive Communication approach can be found in a linguistic introduction to Portuguese, by Berkeley linguist Azevedo (2004: 290):”Research on negative language has led some scholars to make a case for intentional use of positive language as a strategy to improve communication, and ultimately, one would hope, human relations (Gomes de Matos,1996, 2002). Whether such efforts can be effective as a tool for social change is an open empirical question”. Baran, Gary (3) Reference Type: Personal Communication Record Number: 19 Author: Baran, Gary Year: 2000 Title: International Intensive Training Evaluation Summary Recipient: Board, CNVC; Rosenberg, Marshall Description: Results from the evaluation we recently did, in which we solicited feedback from everyone who has attended an IIT. Date: September 8 Type: Survey Report Short Title: International Intensive Training Evaluation Summary Keywords: Survey Project Report URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Training%20Assessments/IIT%20Assessment/Survey%20Report-IIT%20Assessment.doc Reference Type: Journal Article Record Number: 47 Author: Baran, Gary Year: 2000 Title: Nonviolent Communication: An Important Component in Personal and Nonviolent Social Change Journal: The Acorn (Journal of the Gandhi-King Society) Volume: 10 Issue: 2 Pages: 42-48 Date: Spring Short Title: Nonviolent Communication: An Important Component in Personal and Nonviolent Social Change Notes: Gary Baran has copies URL: http://filebox.vt.edu/users/tcaruso/NVC%20Research%20Files/NVC%20Usage/Baran2000-TheAcorn.pdf Author Address: gbaran@cnvc.org Reference Type: Journal Article Record Number: 46 Author: Baran, Gary Year: 1998 Title: Speaking Giraffe Language Journal: Peace Review Volume: 10 Issue: 4 Pages: 533-538 Short Title: Speaking Giraffe Language Keywords: Linguistic violence Giraffe language Abstract: Linguistic violence is violence in the use of language. That would include what we say and how we say it, and its implications. Lying or other misleading language, slander, and malicious gossip could be viewed as linquistic violence. They often do violence to the social fabric, undermine trust, and cause harm in various ways. Shouting into someone's face (especially in situations in which this could predictably escalate into physical violence), name calling, and not allowing others a fair opportunity to be heard could also be regarded as linguistic violence. Some linguistic violence of this sort is obviously intentional, but much linquistic violence is merely habitual and may even seem innocuous. What follows will focus on forms of linquistic violence that are often not seen as such, and on alternatives to such linguistic violence. Directory: sites sites -> The United States and Post-Castro Cuba sites -> Fighting Fit: Exploring Military Medicine (1850-1950) sites -> 9. 5 Political Powers and Achievements Tom Burns- beacon High School sites -> Indiana Academic Standards Resource Guide World History and Civilization Standards Approved March 2014 sites -> Penn State Harrisburg American Studies/Women Studies 104: Women and the American Experience Spring 2015 Instructor: Kathryn Holmes sites -> Penn State Harrisburg am st/wmnst 104: Women and the American Experience Spring 2015 Instructor: Kathryn Holmes sites -> Abolition and Women’s Rights Chap. 14 Se sites -> In the years between the Seneca Falls Convention and the Civil War, powerful links existed between antislavery and women’s rights advocates. Virtually all women’s rights advocates supported abolition Download 1.62 Mb. Share with your friends:
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