A model of coercive control in higher education: a qualitative study

Area of Science:

• Psychology
• Sociology
• Education

Background:

• Psychological coercive control is an under-researched threat in academic environments.
• Its dynamics and phases of non-violent assaults on students and academics are not well understood.
• Lack of awareness negatively impacts academic achievement, mental well-being, and societal progress.

Purpose of the Study:

• To explore the process, dynamics, and phases of psychological coercive control in academia.
• To identify gaps in research, theory, and practice regarding coercive intimidation.
• To propose a conceptual model for understanding psychological coercive control in educational contexts.

Main Methods:

• Systematic review and methodological selection of scientific literature.
• Analysis of theories and practices related to psychological intimidation and coercive control.
• Application of systems thinking for a comprehensive synthesis.

Main Results:

• Identified critical issues and research gaps concerning psychological coercive control in education.
• Examined the relevance of coercive intimidation within educational contexts.
• Proposed a conceptual model for psychological coercive control in academic environments.

Conclusions:

• Higher education institutions lack adequate awareness, models, and training for coercive infiltration.
• Urgent need for curriculum reform to promote support systems thinking and security awareness.
• The proposed model offers a direction for future research and intervention development.