Nonviolent Communication - Relationship To Other Models

Relationship To Other Models

Marion Little examines theoretical frameworks related to NVC. The influential interest-based model for conflict resolution, negotiation, and mediation developed by Fisher, Ury, and Patton at the Harvard Negotiation Project in the 1980s appears to have some conceptual overlap with NVC, although neither model references the other. Little suggests The Gordon Model for Effective Relationships (1970) as a likely precursor to both NVC and interest-based negotiation, based on conceptual similarities, if not any direct evidence of a connection. Like Rosenberg, Gordon had worked with Carl Rogers, so the models' similarities may reflect common influences.

Suzanne Jones sees a substantive difference between active listening as originated by Gordon and empathic listening as recommended by Rosenberg, insofar as active listening involves a specific step of reflecting what a speaker said to let them know you are listening, whereas empathic listening involves an ongoing process of listening with both heart and mind and being fully present to the other's experience, with an aim of comprehending and empathizing with the needs of the other, the meaning of the experience for that person.

Havva Kök notes an overlap between the premises of NVC and those of Human Needs Theory (HNT), an academic model for understanding the sources of conflict and designing conflict resolution processes, with the idea that "Violence occurs when certain individuals or groups do not see any other way to meet their need, or when they need understanding, respect and consideration for their needs."

Chapman Flack sees an overlap between what Rosenberg advocates and critical thinking, especially Bertrand Russell's formulation uniting kindness and clear thinking.

Martha Lasley sees similarities with the Focused Conversation Method developed by the Institute of Cultural Affairs (ICA), with NVC's observations, feelings, needs, and requests components relating to FCM's objective, reflective, interpretive, and decisional stages.