<p> Interpersonal communication is essential for developing and maintaining relationships. Strong interpersonal relationships undergird communities by facilitating their formation and supporting their maintenance and growth. This study explores the effect of training in Empathic Dialogue, a system of communication based on Nonviolent Communication, on the interpersonal communication skills of nine participants. The participants were interviewed prior to attending two three-hour training sessions, and again between one month and three months after the sessions.</p><p> Before turning to the empirical study, I make sense of the theoretical strengths of this position. First, in order to argue that Nonviolent Communication constitutes a virtue, I outline Aristotle's definition of virtue and the process by which one develops virtue. I then introduce the theory of McDonaldization, based on Max Weber's theory of rationalization, and apply it to interpersonal communication. Finally, I review Nonviolent Communication based on the dimensions of McDonaldization, the results of which support my contention that Nonviolent Communication opposes McDonaldization.</p><p> I present my finding that Empathic Dialogue had a positive impact on the research participants' communication skills. I then address these findings through the lens of Aristotle's virtues and McDonaldization. Finally, I consider wider implications of these findings on the development of sustainable communities. </p>

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2682. Adviser: Manisha Desai. Includes bibliographical references (leaves 180-197). Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0641. Adviser: Peter Kuchinke. Includes bibliographical references (leaves 201-211) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0391. Adviser: Norman Denzin. Includes bibliographical references (leaves 237-244) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of California, San Diego, 2006. / (UMI)AAI3214881. Adviser: Steven Epstein. Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1556.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1856. Adviser: Andrew Orta. Includes bibliographical references (leaves 264-281) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 2013. Adviser: Bruce Wicks. Includes bibliographical references (leaves 238-263) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1639. Adviser: Paul Duncum. Includes bibliographical references (leaves 255-274) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of California, San Francisco, 2006. / Source: Dissertation Abstracts International, Volume: 67-05, Section: A, page: 1940. Adviser: Carroll L. Estes.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1971. Adviser: Brent W. Roberts. Includes bibliographical references (leaves 80-87) Available on microfilm from Pro Quest Information and Learning.