{"id":20756,"date":"2017-05-09T09:23:31","date_gmt":"2017-05-09T13:23:31","guid":{"rendered":"http:\/\/therapytoronto.ca\/news\/?p=20756"},"modified":"2017-05-05T21:30:27","modified_gmt":"2017-05-06T01:30:27","slug":"study-suggests-teenagers-can-become-disruptive-if-teachers-use-psychological-pressure","status":"publish","type":"post","link":"https:\/\/therapytoronto.ca\/news\/2017\/05\/study-suggests-teenagers-can-become-disruptive-if-teachers-use-psychological-pressure\/","title":{"rendered":"Study suggests teenagers can become disruptive if teachers use psychological pressure"},"content":{"rendered":"

From the University of Kent press release:<\/p>\n

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\"\"A study by researchers at the University of Kent is expected to help teachers identify specific reasons for different types of pupil withdrawal in the classroom<\/strong>.<\/p>\n

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The study, which was led by Stephen Earl from the University’s School of Sport and Exercise Sciences, discovered that psychological pressure from teachers can contribute to disengagement<\/strong> amongst teenage pupils under 14. Active disengagement behaviours<\/strong> include talking and making noise<\/strong>, with daydreaming in class<\/strong> amongst the more passive disengagement behaviours.<\/p>\n

It also discovered that although most teachers may pressure pupils with the well-meaning intention of engaging them, it may have the opposite effect and actually promote disengagement. Such pressure includes threats of punishment or controlling language — e.g. ‘do this because I say so’ — without providing any explanation.<\/p>\n

Other findings from the study, which was conducted across three secondary schools in Kent, include:<\/p>\n