Nonviolent Communication Course

Lesson 1 • The Four-Component NVC Model

Introduces observations, feelings, needs, and requests as the structural backbone of NVC. Students map each component to real conversational moments.

Lesson 2 • The Intention Behind NVC

Clarifies that NVC is an intention, not a technique, rooted in genuine care for connection. Students examine their own motivations for communicating.

Lesson 3 • Origins and Philosophy of NVC

Traces NVC's roots in humanistic psychology and Rosenberg's work. Grounds students in the values and assumptions that make NVC distinct from conventional communication.

Lesson 1 • Identifying Evaluative Language

Trains recognition of adjectives, adverbs, and verbs that embed judgment. Students audit real texts and conversations for evaluative contamination.

Lesson 2 • Observations in Charged Situations

Applies pure observation skills to emotionally loaded contexts where evaluation is most tempting. Students practise maintaining neutrality under simulated pressure.

Lesson 3 • Crafting Specific Behavioural Descriptions

Guides students to anchor observations in time, place, and measurable behaviour. Specificity reduces ambiguity and increases the listener's ability to verify the observation.

Lesson 1 • Expressing Feelings Authentically

Teaches how to voice feelings without blame, exaggeration, or minimisation. Students practise feeling statements in paired role-play exercises.

Lesson 2 • Expanding Emotional Vocabulary

Introduces a broad feelings vocabulary covering both pleasant and unpleasant states. A richer vocabulary enables more precise and empathic communication.

Lesson 3 • Feelings vs. Faux Feelings

Distinguishes genuine emotional states from thoughts, interpretations, and blame disguised as feelings. Students identify faux feelings in common speech patterns.

Lesson 4 • The Role of Feelings in NVC

Explains why expressing feelings is central to creating human connection in NVC. Students understand how suppressed or mislabelled feelings block authentic dialogue.

Lesson 1 • Expressing Needs Clearly and Directly

Guides students to voice their own needs without blame or demand. Clear need expression invites cooperation rather than resistance.

Lesson 2 • Mapping Feelings to Needs

Trains students to trace any feeling back to one or more underlying needs. This mapping skill is the analytical core of NVC self-awareness.

Lesson 3 • The Concept of Universal Human Needs

Presents needs as universal, positive motivators distinct from strategies for meeting them. Students distinguish needs from wants, preferences, and demands.

Lesson 4 • Needs Behind Others' Behaviour

Applies needs awareness to interpreting other people's actions compassionately. Students reframe provocative behaviour as an expression of unmet needs.

Lesson 1 • Handling Refusals Compassionately

Equips students to receive a no as information about the other's needs rather than rejection. Empathic response to refusal keeps dialogue open.

Lesson 2 • Action Requests vs. Connection Requests

Differentiates requests for a concrete action from requests for empathic connection or reflection. Students learn when each type is appropriate.

Lesson 3 • Requests in Group and Organisational Settings

Extends request skills to meetings, teams, and institutional contexts where multiple stakeholders are present. Students adapt NVC request language for professional environments.

Lesson 4 • Checking for Willingness

Teaches how to confirm that the other person has genuinely agreed rather than complied out of fear. Students practise language that preserves the other's autonomy.

Lesson 1 • Empathy for Difficult Messages

Applies empathic listening to anger, blame, and criticism directed at the listener. Students practise receiving hostility as an expression of unmet needs.

Lesson 2 • What Empathy Is and Is Not

Clarifies empathy as presence with another's experience, not sympathy, advice, or reassurance. Students identify common empathy blockers in their own listening habits.

Lesson 3 • Sustaining Empathy Over Time

Addresses how to maintain empathic presence through long or emotionally intense conversations. Students learn when to pause, check in, and re-centre.

Lesson 4 • Receiving with Full Presence

Trains the quality of attention required for genuine empathy, including body language and inner stillness. Students practise suspending their own agenda while listening.

Lesson 1 • Translating Should into Choose

Shifts motivation from obligation and fear to conscious choice aligned with values. Students reframe their daily obligations using needs-based language.

Lesson 2 • Mourning and Self-Forgiveness

Introduces Rosenberg's mourning process as a healthy alternative to guilt and self-punishment. Students practise grieving unmet needs without self-condemnation.

Lesson 3 • Self-Empathy Before Difficult Conversations

Establishes self-empathy as a preparation practice before entering challenging interactions. Students learn to process their own reactivity before engaging others.

Lesson 4 • The Inner Critic and NVC

Examines how internalised judgments generate shame and paralysis rather than growth. Students identify their dominant self-critical patterns using NVC analysis.

Lesson 1 • NVC in Systemic and Organisational Change

Scales NVC principles to team culture, policy design, and institutional communication norms. Students identify leverage points for embedding NVC in organisational systems.

Lesson 2 • Sustaining NVC Practice Under Pressure

Prepares students to maintain NVC principles when emotionally triggered, time-pressured, or facing resistance. Students develop personal strategies for staying grounded.

Lesson 3 • Navigating Power Imbalances

Addresses how to use NVC when speaking to authority or when holding authority over others. Students adapt language to preserve dignity across hierarchical relationships.

Lesson 4 • NVC in Conflict Mediation

Applies NVC as a third-party mediation framework to facilitate dialogue between conflicting parties. Students practise holding space for both sides simultaneously.