Description

Description and Instructions The essay is positioned to investigate your understanding of the material you have researched and studied throughout the term. As instructed in your introduction to this class, the goal is to push you to think about ideas in the text and to read with the intention of understanding, evaluating, and using the ideas presented. I want you to think critically about your essay topic, research the topic using scholarly literature, such as a recent peer reviewed scientific journal (last 5 years or so), and report your findings. Thus, you should generate many questions about the text while reading it thoughtfully. Your consistent application of critical thinking and note taking will bode well for you as you prepare your essay. For example, you might ask questions like:   1.     What are possible psychological impacts of being in quarantine? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders. 2.     What are the psychological effects of being an international student? How does it differ than being a domestic student in terms of wellbeing? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders. 3.     What are the psychological impacts of cyberbullying? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders. What can be done on this issue? 4.     Many managers assume that if an employee is not performing well, the reason must be a lack of motivation. Do you think this reasoning is accurate? What is the problem with the assumption? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders. 5.     Racism has been described as a public health issue. What are the psychological impacts of racism? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, gender and sexuality, and psychological disorders. You will elaborate on your questions in the form of an essay. Please familiarize yourself with the marking rubric provided below.  Following APA style and formatting, please use headers to clearly distinguish between each question.  Your essay should be divided into subheadings including: –       Introduction –       Subheading A: Psychological theory of…. –       Subheading B: Psychological theory of… –       Subheading C: Psychological theory of… –       Conclusion –       References Submission Requirements: Follow the APA style and formatting document submission guidelines. Format: Title Page/Body/Reference List Introduction and Conclusion tying three subheadings together Font: Times New Roman, 12-point, double-spaced Headings: Appropriate use of levels of headings and page numbers Length: 2500 words (plus or minus 100 words) Resources: In addition to the text, you must also use a minimum of six (6) peer-reviewed articles from scholarly journals (i.e., two articles per essay question) The essay will be properly edited and proofread For a full APA reference guide please click HERE: Owl Purdue Notes Please review the instructions for uploading assignment files through Turnitin. The system will not allow you to resubmit after the due date. Please review the instructions for reviewing your feedback in a Turnitin assignment.

Psychological Impacts of Quarantine: Emotions, Psychology and Personalities

Joanna Chan

Yorkville University

PSYC200

Talia Singer

September 20, 2020

Introduction

As a preventive strategy, isolation and quarantine is often employed during contagions and pandemics to reduce transmission by preventing people who are not sick from coming into contact with those diagnosed with the disease (CDC 2020). Brooks et al. (2020) define quarantine as the “separation and restriction of movement of people who have potentially been exposed to a contagious disease to ascertain if they become unwell, so reducing the risk of them infecting others.” This definition delineates quarantine from isolation by specifying that the person under quarantine does not necessarily have to have been confirmed to carry the disease. For instance, the current pandemic, brought about by the occurrence of COVID-19 has resulted in the development and implementation of quarantine measures in almost all countries the world over (Piguillem & Shi 2020). Several studies, including Brooks et al. (2020), Saurabh & Ranjan (2020) and Casagrande, Favieri, Tambelli, & Forte (2020) all agree on the significant psychological effects that quarantine has had on individuals. The nature of the impacts are both emotional and psychological, and have varying degrees of impact on individuals based on their personality. The significance of these impacts and their outcomes necessitated this review and study. Some of the significant outcomes include permanent personality and behaviour changes (Zwanka & Buff, 2020), and in worst cases, suicide has been reported (Brooks et al., 2020). The wide spread implementation of quarantine measures during the COVID-19 pandemic heightens the significance of understanding the psychological and emotional impacts of the measures instituted. This proposition is in line with evidence-based intervention implementation, which argue for minimization of side effects of recommended interventions (Huiskes et al., 2017). This review shall therefore identify the psychological and emotional impacts of quarantine as an intervention to prevent COVID-19 type pandemics, and how the intervention affects different personality types.

Review of Literature on the Psychological Impacts of Quarantine

Emotional impact of quarantine

The theory of emotion, according to James-Lange observes that emotions occur as a result of psychological arousal. The arousal pattern would influence the emotional reaction or emotional outcome (Spielman et al., 2018). Further, the Cannon-Bard theory of emotion proposes the concept of emotional experience where an individual emotional experience occurs at the same time with the psychological stimulation to form a reaction (Spielman et al., 2018). According to Franz Brentano’s theory of emotion, emotions are generally evaluative, intentional, and perceptive (Montague, 2017). As such, from this perspective, an individual would intentionally evaluate a situation and develop a perception towards the environment that they are in to form an emotional reaction. Further, Schirmer & Adolphs (2017) purport that communication channels influence emotional perception due to the role of facial, vocal and touch methods of communication in determining emotional outcomes. However, despite the need of healthcare staff assurance using emotional cues as recommended in Atienza-Carrasco et al. (2018), quarantine situations do not allow the implementation of such strategies. As such, the environment within which the quarantined individual is placed, which often includes emotional triggers, influences how the patient emotionally evaluates the situation. A negative emotional perception towards the quarantine environment is therefore developed resulting in negative emotional output, through the formation of negative perception towards the threat of disease.

The emotional impact of disease-warranted quarantine can be categorised into three distinct groups of those affected directly and indirectly with the containment measures, the healthcare staff, and individuals with prior mental health conditions (Giallonardo et al., 2020). The most commonly identified emotional reactions to quarantine and containment include frustration, loneliness, and worry, which bear significant psychological impacts on the individuals (Giallonardo et al., 2020). Additionally, Pérez-Fuentes et al. (2020) offered that the perceived threat of COVID-19 during quarantine resulted in negative mood, and the negative mood resulted in the occurrence of irritation and agitation in the quarantined population. Moreover, the health care workers are similarly emotionally impacted by the quarantine as they develop fear for their loved ones as well as for their own safety (Barello, Palamenghi, & Graffigna, 2020). This is mostly in cases of quarantine where the patient has not been formally diagnosed and therefore, as has been the case with several COVID-19 quarantine cases, could have been exposed and asymptomatic.

Psychological impact of quarantine

Spielman et al. (2018) describe psychological disorders as abnormal thoughts, feelings, and behaviours noting that the abnormalities usually have causes that are identifiable in the environment of the individual. According to the authors, the features of disorder includes significant disturbances, disturbances that reflect biological, psychological, and developmental dysfunction, disturbances cause significant distress and disability, and disturbances are culturally expected and approved reactions (Spielman et al., 2018). Kaur, & Sharma (2019) point out that in addition to the biological causes, other causes of psychological disorders include; psychological trauma, excessive thinking, high expectations and temperament, while the social causes include; environmental violence, poor social relations, family circumstances and poverty. Further, Agar et al. (2020) suggest that some psychological disorders are augmented and manifest due to underlying psychological conditions of the individual, thus when individuals with pre-existing psychological disorders are exposed to certain environments and circumstances, other disorders emerge.

The environment within which the current quarantine conditions that have accrued present some of the psychological and social causes of psychological disorders. Lima et al. (2020) describe the situation in some of the quarantined zones as featuring food shortages and heavy police interventions. Similarly, Mazza et al. (2020) comment on the increased interpersonal violence during the quarantine periods. The hostile environment within which persons in quarantine face presents the conditions that are ripe for the development of psychological disorders. Additionally, the worsening social and family relations (Zheng et al., 2020) and the downward trending economic conditions of individuals and societies (Khan & Faisal, 2020) act as causes for development of psychological conditions. Further, the uncertainty that marked the quarantine periods pose significant threats to the psychological health of individuals in quarantine (Flett & Hewitt, 2020). As such, the conditions under which quarantine occurs including the method used to implement “lockdown” policies create an environment within which the psychological disorders can develop and negatively influence the psychological health of the quarantined individual.

Personality theories and the variation of psychological impacts of quarantine

According to Spielman et al. (2018) a personality is collection of traits and characters that influence the thoughts, feelings, and general behavioural patterns of an individual. These traits further influence how individuals react to their environment and interact with other individuals in their environment. Over the years, personalities have come to be theorized into four generalized temperaments of choleric, sanguine, phlegmatic, and melancholic (Spielman et al., 2018). Freud, argued that personality was formed from a conflict of intrinsic biological and pleasure-seeking ambitions and the extrinsically constructed and socialized control (Spielman et al., 2018). Where the conflict between the two cannot be solved, an individual experience anxiety. Further, Gartstein et al. (2016) offer that personalities are temperaments with the added influence of attitudes and concepts of self. Depending on the temperament and personality an individual may react to the anxiety caused by conflict through denial, displacement, projection, rationalization, reaction formation, regression, repression or sublimation (Spielman et al., 2018). Each of the mentioned reaction would have different impacts on the individual.

In Harnett et al. (2016) the researchers observed that personality traits influenced the relationship between mindfulness and psychological distress. The argument was that personalities influence how individuals react to psychological distress and thus, when mindfulness as an intervention was introduced, the effect of psychological distress on the individual was mediated. Similarly, Laier et al. (2018) claimed that personality traits were linked to the emergence of certain internet-use disorders as well as other psychological disorders including depression and alcohol dependency and abuse. Additionally, Petito et al. (2016) investigated and discovered the relationship between hereditary personality and the serotonin transporter protein (5-HTT), which influences the occurrence of depression and anxiety. Evidently, personality traits not only influences how individuals interact with the environment, but also act as physiological and psychological risk factors to the development of psychological disorders. Arguably, the situational environment caused by quarantine conditions would have variable influences on different individuals based on their personality trait differences.

Gartstein et al. (2016) point out that personality differences occur across gender, age and culture which influences adaptation and adjustment towards different psychological stimuli. Fernández et al. (2020) observed significant relationship between personality traits and elevated levels of psychological distress during pandemics. In the study, neurotics were more likely to exhibit poor mental health outcomes during the period of quarantine. For Mazza et al. (2020), the researchers observed that personalities that showed negative affect and detachment were responsible for high levels of anxiety and depression among the Italian population during the countrywide quarantine. The study concluded that 30% of psychological distress variation in the participants was explained by personality trait. As such, the personality of individuals under quarantine acts as a risk factor to elevated levels of psychological distress. This is explained by the individual’s response to the environment as influenced by the conflict between giving to pleasure-seeking drives and adhering to socially mandated quarantine rules that construct the individual constructs the internal social control mechanism with. Depending on the personality of the individual, solving or failure to solve the conflict between the need for movement and observation of social distancing rules would have  an impact on the level of psychological distress.

Methods to reduce psychological distress during quarantine

The psychological impacts of quarantine during the COVID-19 pandemic occur as a result of the changes in lifestyle and social relationships, fear of contraction of the disease, and economic uncertainty, all which cause anxiety among the affected populations (Casagrande et al., 2020). Further, Brooks et al. (2020) added duration of quarantine, inadequate information, and frustration and boredom as additional stressors during quarantine. The authors made recommendations from a public health policy perspective offering reducing duration of quarantine, adequate communication, and advising the quarantined to ensure maintenance of routine and avoidance of boredom as plausible strategies to mitigate stress among quarantined populations. From a different perspective, Conversano et al. (2020) advises the use of mindfulness disposition as a strategy to eliminate anxiety and distress during quarantine. Similar to Harnett et al. (2016) who observed reduced distress after implementation of mindfulness practices, Conversano et al. point out that mindfulness is beneficial since it helps in improving cognitive resilience, stabilizing emotional balance, and enhancing high stress functioning, all which are notable factors in the quarantine environment. Additionally, Maugeri et al. (2020) proposes the maintenance of a regular physical activity routine as a strategy against physical and mental health. Physical exercises enhance biophysical and neurological processes which reduce psychological distress during quarantine. Moreover, Sanderson et al. (2020) recommends the control of media consumption, mediated virtual social activities, and engagement in meaningful virtual interactions as a method of reducing and eliminating the impacts of pandemic-related psychological distress. The implementation of the identified strategies point to the ability of an individual to self-regulate anxiety and fear while in quarantine while equipped with the necessary resources, such as information, to make informed and unbiased decisions, reducing the conflict between pleasure seeking and social control domains. However, for individuals with pre-existing personality and psychological disorders, the impacts of quarantine may occur differently and the outcome of the interventions may similarly be skewed.

Conclusion

The implementation of quarantine strategies evidently causes significant psychological health concerns among the quarantined population. While containment of COVID-19 pandemic has witnessed some level of success due to the quarantine and isolation policies, the impact on psychological health requires similar attention to reduce and eliminate the side-effects of the strategy. It is observable that due to emotional perception, individuals develop feelings of fear, loneliness, frustration and worry. Further, the environment of quarantine including uncertainty of outcome of quarantine, economic conditions, and changes in lifestyle and social relationships causes psychological distress and anxiety among quarantined populations. It is also demonstrated that personality acts as a risk factor for the elevation of psychological distress during quarantine. To elevate these impacts, policy developers should reduce the uncertainty within the quarantine environment, while individuals should practice mindfulness, increase physical activity and dietary maintenance, and control media consumption. While quarantine has been effective as a COVID-19 containment strategy, its psychological impact has been significant and measures to be taken to reduce and eliminate the short and long term psychological impacts to ensure absolute effectiveness of the strategy.

References

Agar, G., Oliver, C., Trickett, J., Licence, L., & Richards, C. (2020). Sleep disorders in children with Angelman and Smith-Magenis syndromes: The assessment of potential causes of disrupted settling and night time waking. Research in Developmental Disabilities, 97, 103555.

Atienza-Carrasco, J., Linares-Abad, M., Padilla-Ruiz, M., & Morales-Gil, I. M. (2018). Breaking bad news to antenatal patients with strategies to lessen the pain: a qualitative study. Reproductive health, 15(1), 11.

Barello, S., Palamenghi, L., & Graffigna, G. (2020). Empathic communication as a “Risky strength” for health during the COVID-19 pandemic: The case of frontline Italian healthcare workers. Patient Education and Counseling.

Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: rapid review of the evidence. The Lancet.

Casagrande, M., Favieri, F., Tambelli, R., & Forte, G. (2020). The enemy who sealed the world: Effects quarantine due to the COVID-19 on sleep quality, anxiety, and psychological distress in the Italian population. Sleep Medicine.

Center for Disease Control and Prevention (CDC). (January 27, 2020). About Quarantine and Isolation. Quarantine and Isolation. U.S. Department of Health & Human Services. Retrieved from https://www.cdc.gov/quarantine/quarantineisolation.html

Conversano, C., Di Giuseppe, M., Miccoli, M., Ciacchini, R., Gemignani, A., & Orrù, G. (2020). Mindfulness, age and gender as protective factors against psychological distress during the COVID-19 pandemic. Front. Psychol. doi, 10.

Fernández, R. S., Crivelli, L., Guimet, N. M., Allegri, R. F., & Pedreira, M. E. (2020). Psychological distress associated with COVID-19 quarantine: Latent profile analysis, outcome prediction and mediation analysis. Journal of affective disorders, 277, 75-84.

Flett, G. L., & Hewitt, P. L. (2020). The perfectionism pandemic meets COVID-19: Understanding the stress, distress and problems in living for perfectionists during the global health crisis. J. Concurr. Disord, 2, 80-105.

Gartstein, M. A., Putnam, S. P., Aron, E. N., & Rothbart, M. K. (2016). Temperament and personality.

Giallonardo, V., Sampogna, G., Del Vecchio, V., Luciano, M., Albert, U., Carmassi, C., … & Pompili, M. (2020). The impact of quarantine and physical distancing following COVID-19 on mental health: Study protocol of a multicentric italian population trial. Frontiers in Psychiatry, 11.

Harnett, P. H., Reid, N., Loxton, N. J., & Lee, N. (2016). The relationship between trait mindfulness, personality and psychological distress: A revised reinforcement sensitivity theory perspective. Personality and Individual Differences, 99, 100-105.

Huiskes, V. J. B., Burger, D. M., van den Ende, C. H. M., & van den Bemt, B. J. F. (2017). Effectiveness of medication review: a systematic review and meta-analysis of randomized controlled trials. BMC family practice, 18(1), 5.

Kaur, P., & Sharma, M. (2019). Diagnosis of human psychological disorders using supervised learning and nature-inspired computing techniques: a meta-analysis. Journal of medical systems, 43(7), 204.

Khan, N., & Faisal, S. (2020). Epidemiology of Corona virus in the world and its effects on the China economy. Available at SSRN 3548292.

Laier, C., Wegmann, E., & Brand, M. (2018). Personality and cognition in gamers: Avoidance expectancies mediate the relationship between maladaptive personality traits and symptoms of Internet-gaming disorder. Frontiers in psychiatry, 9, 304.

Lima, C. K. T., de Medeiros Carvalho, P. M., Lima, I. D. A. S., de Oliveira Nunes, J. V. A., Saraiva, J. S., de Souza, R. I., … & Neto, M. L. R. (2020). The emotional impact of Coronavirus 2019-nCoV (new Coronavirus disease). Psychiatry research, 112915.

Maugeri, G., Castrogiovanni, P., Battaglia, G., Pippi, R., D’Agata, V., Palma, A., … & Musumeci, G. (2020). The impact of physical activity on psychological health during Covid-19 pandemic in Italy. Heliyon, 6(6), e04315.

Mazza, C., Ricci, E., Biondi, S., Colasanti, M., Ferracuti, S., Napoli, C., & Roma, P. (2020). A nationwide survey of psychological distress among italian people during the COVID-19 pandemic: Immediate psychological responses and associated factors. International Journal of Environmental Research and Public Health, 17(9), 3165.

Mazza, M., Marano, G., Lai, C., Janiri, L., & Sani, G. (2020). Danger in danger: Interpersonal violence during COVID-19 quarantine. Psychiatry research, 113046.

Montague, M. (2017). A contemporary view of Brentano’s theory of emotion. The Monist, 100(1), 64-87.

Pérez-Fuentes, M. D. C., Molero Jurado, M. D. M., Martos Martínez, Á., & Gázquez Linares, J. J. (2020). Threat of COVID-19 and emotional state during quarantine: Positive and negative affect as mediators in a cross-sectional study of the Spanish population. PloS one, 15(6), e0235305.

Petito, A., Altamura, M., Iuso, S., Padalino, F. A., Sessa, F., D’Andrea, G., … & Bellomo, A. (2016). The relationship between personality traits, the 5HTT polymorphisms, and the occurrence of anxiety and depressive symptoms in elite athletes. PLoS One, 11(6), e0156601.

Piguillem, F., & Shi, L. (2020). Optimal COVID-19 quarantine and testing policies.

Sanderson, W. C., Arunagiri, V., Funk, A. P., Ginsburg, K. L., Krychiw, J. K., Limowski, A. R., … & Stout, Z. (2020). The nature and treatment of pandemic-related psychological distress. Journal of contemporary psychotherapy, 1-13.

Saurabh, K., & Ranjan, S. (2020). Compliance and Psychological Impact of Quarantine in Children and Adolescents due to Covid-19 Pandemic. Indian Journal of Pediatrics, 1.

Schirmer, A., & Adolphs, R. (2017). Emotion perception from face, voice, and touch: comparisons and convergence. Trends in cognitive sciences, 21(3), 216-228.

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Final RESEARCH Essay

Psychology of Everyday Life

Summary:

• Due no later than 11:00 p.m. on Sunday of Unit 10 or as directed by your professor
• Worth 30% of final grade

Late Submission Policy

• This assignment is subject to the Late Submission penalty policy, namely 5% per day for three days.
• This page will close and will not allow further submissions after this Late Submission period has expired.
• In the event of an emergency preventing you from submitting within this time frame, special permission must be obtained from your instructor. Documentation substantiating emergency is required. In such a circumstance, if the extension is granted, the professor will reopen the submission function for you on an individual basis.
• Please do not email your submissions to your professor, either before or after the due date; all coursework should be submitted through the online course (Moodle).

Description and Instructions

The essay is positioned to investigate your understanding of the material you have researched and studied throughout the term. As instructed in your introduction to this class, the goal is to push you to think about ideas in the text and to read with the intention of understanding, evaluating, and using the ideas presented.

I want you to think critically about your essay topic, research the topic using scholarly literature, such as a recent peer reviewed scientific journal (last 5 years or so), and report your findings. Thus, you should generate many questions about the text while reading it thoughtfully. Your consistent application of critical thinking and note taking will bode well for you as you prepare your essay. For example, you might ask questions like:

1. What are possible psychological impacts of being in quarantine? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders.
2. What are the psychological effects of being an international student? How does it differ than being a domestic student in terms of wellbeing? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders.
3. What are the psychological impacts of cyberbullying? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders. What can be done on this issue?
4. Many managers assume that if an employee is not performing well, the reason must be a lack of motivation. Do you think this reasoning is accurate? What is the problem with the assumption? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, and psychological disorders.
5. Racism has been described as a public health issue. What are the psychological impacts of racism? Use the theories we learned in class to discuss such as theory of stress, psychology of sleep, psychology of motivation, personality, gender and sexuality, and psychological disorders.

You will elaborate on your questions in the form of an essay. Please familiarize yourself with the marking rubric provided below.  Following APA style and formatting, please use headers to clearly distinguish between each question.

Your essay should be divided into subheadings including:

• Introduction
• Subheading A: Psychological theory of….
• Subheading B: Psychological theory of…
• Subheading C: Psychological theory of…
• Conclusion
• References

Submission Requirements: Follow the APA style and formatting document submission guidelines.

Format: Title Page/Body/Reference List

Introduction and Conclusion tying three subheadings together

Font: Times New Roman, 12-point, double-spaced

Headings: Appropriate use of levels of headings and page numbers

Length: 2500 words (plus or minus 100 words)

Resources: In addition to the text, you must also use a minimum of six (6) peer-reviewed articles from scholarly journals (i.e., two articles per essay question)

The essay will be properly edited and proofread

For a full APA reference guide please click HERE: Owl Purdue

Notes

• Please review the instructions for uploading assignment files through Turnitin.
• The system will not allow you to resubmit after the due date.
• Please review the instructions for reviewing your feedback in a Turnitin assignment.