New NVC material – visfera

Together with my colleague En Dolci, we have created

Unique materials to help everyday practice in Nonviolent Communication.

visfera material is designed for use in presentations, group work, schools, individual practice, workshops and trainings, whether for curious individuals or experienced professionals.

Already it is used in presentations, workshops, homes, schools, hospitals, workplaces, projects, and with exciting feed-back.

Currently we have posters and training tools in stock in Dutch, English, German, Italian, Slovene and Swedish, and with more languages to come.

Welcome to have a look at

Questions and Answers

Journalist Interview with Towe Widstrand and Marianne Göthlin

1. What is the state of communication in common society in your opinion? Is the tendency of majority of people going towards violent or non-violent approach? Why and how is this obvious?
Towe: I see two different directions. One is pointing towards a more violent society where the language is used in a more aggressive way in the public arena. Some groups of young people use very harsh language and it is spreading rapidly among girls as well. Examples are bullying on internet, a more aggressive attitude in public dialogues. Another is the amount of violence that mass media is offering. The nature of the violence that is displayed has become nastier and we tolerate it more than before.

Read more Interview with Towe Widstrand and Marianne Göthlin

Life-Enriching Education Lab – LEE Lab in Europe

Dear NVC Community,

We are pleased and proud to share with you the launch of a new event that will support NVC in education.

The Center for Nonviolent Communication presents a new offering in the CNVC training line up to further Marshall B. Rosenberg’s commitment to education, the Life- Enriching Education LAB (aka LEE Lab).

In 1999 Marshall led the first NVC in Education meeting in Flagstaff, Arizona, where we both participated. It was an inspiring starting point for many of us to apply a systematic approach to NVC in education. Since that time, many trainers in many countries have done valuable ground work applying NVC in educational settings from preschool up to university level. We now have much to share with each other and with educators everywhere.

In 2015, Sura Hart (with Jean Morrison, Jared Finkelstein, Anniken Poulssen-Beer) worked on the design and pilot of the first LEE Lab which took place July 2016 in Albuquerque, New Mexico.


Now w,,en,e look forward to co-creating and co-facilitating the third LEE Lab,,en,in Belgium in April,,ene look forward to co-creating and co-facilitating the third LEE Lab, in Belgium in April 7-13 2018.

This LEE Lab is created for everybody interested in Life-Enriching Education, including school and kindergarten teachers, child care staff, administrators, counsellors, educators in youth programs, parents, NVC trainers, certification candidates, and practitioners who share the intent to explore and apply NVC values in education.

Our intention with LEE Lab is to:

  • Create a lab environment for lab participants to explore together a set of key questions and topics relevant to their particular field of interest in education
  • Support co-learning and exchange of experience
  • Draw upon the leadership and expertise of a team of certified CNVC trainers who have in-depth experience in the field

Please forward this information to people you imagine being interested in this event. Read more at (under TRAINING, IITs).

Warm regards, Marianne Göthlin and Towe Widstrand, Sweden



Nytt NVC material

Vi fortsätter att skapa nytt material och erbjuder nu ett introduktionspaket med 3 produkter i shopen på

I have often lacked pictures that show the clarity I feel that NVC contributes,,sv,Along with a Dolci, I have now created a material in text and images that can accommodate different learning styles and different environments,,sv,Materials are tested and the feed hill is very positive,,sv. Tillsammans med En Dolci har jag nu skapat ett material i text och bild för att presentera och öva NVC, och som kan passa olika inlärningsstilar och olika miljöer. Material är testat i flera olika länder och feed-backen är väldigt positiv.


A little about how NVC can help in pre-

A little about how NVC can help in pre-

In kindergarten, you are focused on creating good relationships and a safe and stimulating environment for learning and collaboration. The children are given the opportunity to develop as individuals, both socially and in terms of knowledge and get an experience of being part of a community. Collaboration on children in both preschool and parents give many situations where communication and understanding of the different needs and behaviors play a crucial role. Nonviolent Communication is an attitude and a practice that can help to strengthen the capacity and increase opportunities to meet with respect, listening empathically, to express themselves honestly and to interact with people of all ages, even in challenging situations.

Some areas of communication with children where NVC can be a valuable guide:

·        Express yourself clearly to reach and facilitate cooperation

·        Set boundaries without blame or threaten

·        Expressing appreciation so that it enhances confidence and self esteem

·        Listen with your presence and acknowledge children in their experiences

·        Mediate between the child and be a model for them to deal with conflict

NVC provides guidance how to set boundaries in a way that creates trust in relationships. We then need to meet the child where it is and adjust our own behavior after the – without it being necessary to relinquish leadership Us. Often bills adults between being dominant and giving in to the children's wishes. Here NVC can be an aid to the moment to find a way that provides more contact and reciprocity. It is based on having a cooperative relationship with the child and use their spontaneous authority and power as an adult without forcing, punishing or threatening. We can say, for example,: – I want you to come and sit with me a while. Instead of saying: – You have to sit still now, otherwise destroy you for the other.

NVC also emphasizes a respectful listening that makes room for differences. That as children get to develop their empathy – by personally met with empathy – is extremely important in order to understand how the actions you perform affects other people. Being able to listen with empathy, take in what the other is experiencing in the moment, without trying to fix or to respond is something we will return to in our trainings. When children do not want it as adults suggests we can listen in and guess what the child experiences to make connections and to avoid a power struggle. – Is it that you would like to continue with what you do because you like it? Instead of directly trying to argue to get the child on what you want. – Everyone should go out now. It will be fun. Hurry up to get a bike on the farm. To practice NVC can provide mutual conversations that strengthen children to protect their privacy while being open to cooperation with other.  

When there are conflicts between children NVC focuses on understanding and caring for both their needs and to distinguish documents from person. For example, if a child hits another, it is easy to fall into one being "victims” and the other is the "perpetrator", and we express then the blame. In order to want to learn from their mistakes and find new ways to work better with others, you need to get first get a full understanding, empathy, for their experience and it needs it tried cater. – Was it so that you also wanted to have fun and when you took that car as A held? –  And you A, were you arg för you would fortsätta leka with car?

With NVC we train also to express appreciation to the children in a way that strengthens confidence and self esteem. Berom the Latt, just as criticism, contribute to the static, assessing communication that are more classified­producing than strengthening and networking. We have a habit of telling others what they ARE for anything, rather than what they DO for something that we like or do not like. We â € t.ex. a child ”- You ar DUKTIG ", Instead of saying ” – Look, Now could you tie my shoes myself ". The danger in that we may hear non-specific assessments from "auktorite­have” is that we do not develop our ability to independently evaluate their own and others' in­rates. With NVC we train both to objectively express what kids do as we appreciate and to get children to feel valued without performance – just because they exist and are themselves.

This was some brief examples of how NVC can help in pre-. In recent 10 years, I and my colleagues NVC done several projects in schools and introduced NVC to hundreds of educators. I am pleased to experience, evaluations and reports that describe how NVC influenced and enriched the daily lives of those who paid attention to reflect on and integrate NVC. NVC can provide an important confirmation of the importance of human values ​​and the care that is often the motivation to work with children. It is often perceived as a relief and inspiration to get support to stand for these values ​​in a clear way.


Marianne Göthlin,,, 0704215561



Booklet with NVC introduction for schools

I have sometimes been missing NVC material to use when approaching educators and teachers. Now I have produced a booklet, together with Towe Widstrand, with the intention to give a short overview of NVC and how NVC can contribute in daily life school situations. The booklet is currently translated to English, German, Polish, French, Dutch, Norwegian, Slovene, Italian and Czech.

If you are interested in buying booklets they are available in my web shop. The booklet is about 25 pages, size A5 and costs 8€ plus sending cost. It is also available as E-book for download.

Book on conflict management in education,sv

Jag har medverkat med ett kapitel om NVC i en bok som heter: Conflict in professional teachership. Here you can read the contents of the book's back. The book can be purchased at Gleerups publishers.

Conflict is a natural part of everyday life at school – to meet and deal with conflicts instead require specific knowledge and training. If social interaction in a conflict handled well can the conflict be an opportunity to train themselves to express their own thoughts, discuss different perceptions and interpretations, reflect on their own and others' participation, and to think through the interaction process.

Research also shows that when teachers learn about conflict management, they need not spend as much time handling conflicts and to discipline. That in turn means that the time for learning increases. So how should a teacher deal with the conflicts that arise in school so they can be good learning opportunities?

Conflict in the professional teaching knowledge includes both theoretical and experiential knowledge and can be seen as an orientation in the field of knowledge. The authors assume that approach fits well with the dialectic of knowledge and value systems that are enrolled in the school's mission.

The book is intended primarily for student teachers and teacher trainers as well as practicing teachers at different levels, for recreation and school leaders.

All participating authors are working daily with the conflict, theoretical and / or practical. Participating in the book is Ilse Hakvoort, Bridget Friberg, Marianne Göthlin, Towe Widstrand, Pat Patfoort and Arja Kostiainen.

Editors of the book is Ilse Hakvoort, university lecturer in Pedagogik, works at the University of Gothenburg, and Bridget Friberg, consultant and lecturer, works at the University of Applied Sciences, Gothenburg.

Education between Dialogue and Monologue

My friend and colleague Niclas Rowan Power, I often refer to and constantly learn new of, has written this article that seems important and timely. Niclas is a researcher at the Dept of Education at Stockholm University and is particularly interested in communication, Democracy and leadership in school and education.

To describe Niclas in the article what it is about:

In the first part (1) I describe mainly for Bauman's understanding of the Holocaust as an unfortunate meeting between the ordinary characteristics of modern societies, i (2) I discuss the constitutive role of communication and social functions in relation to Bauman's analysis, i (3) I clear distinction between dialogical and mono logical communication as an essential distinction in relation to the problematic features of modern societies Bauman and others have identified. In addition,, i (4) I show how the concept of systematically disrupted communication may be helpful to identify when power and unjust social conditions interfere dialogical conditions and, finally, i (5) I discuss what might characterize a dialogic educational communication for democracy, learning and accountability and to a unilateral target funds rational development which could erode educational practice of morality and democracy.



Nonviolent Education in preschools

Nonviolent Education in preschools

first results of an international study

„Violence-prevention in preschools“ might sound a bit tough in the context of young children. The term “Peace-education” has a softer touch but sounds maybe less effective. Both terms pursue in this context the same aim: to show and teach children “life skills”, how to solve conflicts in a constructive way – may it be by strengthen children’s self-esteem, teaching them to realize and name their emotions and feelings and to recognize them also by other persons, teach children special technics or by being a role-model in difficult situations. “Nonviolent Education” to use another term, is the goal of this international Daphne Project.

Recent studies show that a big part of “special behaviour” has its roots in early childhood experiences. The earlier intervention begins, the bigger are the chances that intervention is helpful. One of the first institutions, which children attend in their early years is the preschool. This is why preschools can play an important role in preventional work. Especially on the level of primary school exist already a lot of different programs for violent prevention, but until now, violence-prevention has no fix place in preschool-curricula or in the education of preschool-teachers.

The aim to compare the policies and needs concerning peace-education in different European countries led to the international Daphne-Project, funded by the European Commission and coordinated by IFOR (International Fellowship of Reconciliation) Deutsch and the "Friends of Children, Youth and Culture Grenzach-Whylen e.V ".

Six European countries take part in this project: Belgium, Germany, Italy, Norway, Poland and Sweden. In each country worked one or two preschools together with a research-institution. The first phase contained an explorative pilot study[1]. The research – based on literature-analysis, interviews, observations and questionnaires – focus on three different levels:

– Educational System: which laws, curricula, programs or studies exists concerning non-violent education?

– Institution: how do the teachers work in a preschool, which needs do they have, what help do they get, etc.?

– Children: how do children react in conflict situations?

The comparison of the results from the different European countries showed a lot of differences. The significance and attendance of preschools already in early ages is bigger in the Nordic countries Norway and Sweden as in the other four countries. In Poland are preschools not very common and the institutional education begins for a lot of children with the start of the primary school. Big differences were also seen in the group-size and the number of children for one educator. While in Sweden one educator comes to 5-6 children, in Belgium or Italy one educator is responsible for a group of 25 children. In these countries exist therefore more daily routines and structures while in Sweden the children have more possibilities to decide how they would like to spend their time.

Beside the differences were also common results found. In all six countries plays peace education a minor role in the curricula of the preschools nor is it a fix part in the education of preschool educators. That non-violent education is a subject in the daily work of a preschool is mostly dependent on the interests of the staff.

Even if the Swedish educational system on preschool level is more advanced compared to other European countries, there are still “gaps” visible when it comes to violent prevention. Especially a fix place in the education of preschool teachers for subjects concerning conflict solving is still open. Such courses could provide educators more knowledge to handle conflict situations in their daily working live so that they could help children in difficult situation to handle conflicts on different levels.

Based on the results from this pilot study the Daphne project intends in a next step to create and test an international program, which focuses on all the important levels: the Institution with its supportive national/local structures and laws, the educators and their education, the children themselves and as a fourth group the parents. As shown in the results and evaluation of already existing programs it is important to include all the different actors and levels in such a program. And a program, which includes all four levels, is at the moment non-existing on the educational map in European countries.

The comparison between Belgium, Germany, Italy, Norway, Poland and Sweden helps not only to see the differences and common problems but also to see the own situation in a new light. And it shows ways to go on in a hopefully successful work concerning peace education.

Susanne Gugger

[1] Due to financial and temporal restrictions, are the results of each country not representative for the whole country, but can give an impression of the situations in the different partner countries.