An Israeli philosopher whose ideas on authenticity and power dynamics in professional relationships influenced Rosenberg's approach to psychotherapy.

A student at a school for those considered disruptive, who initially suggested a punitive solution to manage behavior, which Rosenberg opposed.

Another student at the same school, who proposed the idea of a "do-nothing room," a successful alternative for managing classroom disruptions.

A figure in Rosenberg's life who embodied the principles of nonviolent communication through her generous, nonjudgmental actions toward someone in need.