An-Najah National University 
Faculty of Graduate Studies 
 

 

 

 

 
 

Experience of Palestinian Children 

During COVID 19 Pandemic Lockdown: 

A Descriptive Phenomenological Study 

 
 

 

 
By 

Haneen Jehad Saleh Ayoub 

 

 
 

 

Supervisor 

Dr. Souad Belkebir 
Co-supervisor 

Dr. Sabrina Russo 

 

 
 

This Thesis is Submitted in Partial Fulfillment of the 

Requirements for the Degree of Masters of Clinical Psychology, at 

the Faculty of Graduate Studies, at An-Najah National University, 

Nablus, Palestine. 

2021 



Experience of 

During COVID 

A Descriptive Phenomenological Study

Haneen Jehad Saleh Ayoub

This Thesis was Defended Successfully on 
 

 
Defense Committee Members

 

 

1. Dr. Souad Belkebir 

 
2. Dr. Sabrina Russo 

 
3. Dr. Sama Dawani

 
4. Dr. Zaher Nazal 

ii 

 

 

 

 

 
Experience of Palestinian Children 

During COVID 19 Pandemic Lockdown: 

A Descriptive Phenomenological Study
 

  

By 

Haneen Jehad Saleh Ayoub 

 
This Thesis was Defended Successfully on 29/9/2021 and Approved by:

Defense Committee Members         

Dr. Souad Belkebir \ Supervisor   

Dr. Sabrina Russo \ Co-supervisor   

wani \ External Examiner   

. Zaher Nazal \ Internal Examiner   

Palestinian Children 

 Pandemic Lockdown: 

A Descriptive Phenomenological Study 

and Approved by: 

     Signature 



iii 

Acknowledgement 

I would like to thank my supervisor, Dr. Souad Belkebir for her 

constant support, feedback, and assistance in making this thesis come 

to life. I would also like to thank Dr. Lubna Al-Saudi, who despite not 

being an official supervisor, was an important part of this research 

project. I am also deeply grateful to my co-supervisor Dr. Sabrina 

Russo, who has been a teacher, a mentor, a colleague, a friend and a 

supervisor. Without her constant help, guidance, and support this 

thesis and my studies and career in clinical psychology wouldn’t have 

seen the light. Thank you. 

I would also like to thank my teachers at the Faculty of Graduate 

Studies (Clinical Psychology Department), as well as all of those who 

contributed and assisted in finishing this research. 

I thank my family, my parents Rana and Jehad, my brothers Omar and 

Qasem and my sisters Haifa, Hadeel, Daniela and Sara, for their 

endless love and support. I thank my friends Bayan, Tam, Ankhi, and 

Hala who stood by me despite the many setbacks. Thank you. 

Finally, I would like to offer a special thanks to the one person who 

put me back on track to finish this thesis, who has been a tremendous 

source of support, compassion, and understanding, who believed in 

me when I did not believe in myself, my friend Lisa Arnold Masri. I 

sincerely thank you. 

 



iv 

Dedication 

To all Palestinian children and adolescents who continue to be 

resilient, compassionate, and alive despite their crushing struggles. 

  



v 

  اإلقرار

  : الرسالة التي تحمل العنوان ةأدناه، مقدم ةأنا الموقع

Experience of Palestinian Children 

During COVID 19 Pandemic Lockdown: 

A Descriptive Phenomenological Study 

 األطفال الفلسطينيين خالل الحجر المنزلي  تجربة

 دراسة فينومينولوجية وصفية: لجائحة كورونا
  

أقر بأن ما اشتملت عليه هذه الرسالة، لم يكن سوى نتاج جهدي الخاص، باستثناء ما أشرت إليه 

يل أي درجة أو لقب علمي، أو كلها أو بعضها ؛ لن: حيث ورد، وأن هذه الرسالة لم تقدم من قبل

  . بحثي، إلى أي مؤسسة تعليمية، أو بحثية أخرى

Declaration 

The work provided in this thesis, unless otherwise referenced, is the 

researcher’s own work, and has not been submitted elsewhere for any other 

degree or qualification . 

 

 



vi 

Table of Contents 

No. Content Page 

 Acknowledgment iii 

 Dedication iv 

 Declaration v 

 Table of Contents vi 

 List of Tables viii 

 List of Figures ix 

 List of Annexes x 

 Abstract xi 

 Chapter One: Introduction 1 

1.1 Background 3 

1.2 Significance of the Study 7 

1.3 Problem Statement 8 

1.4 Aim of the Study 8 

1.5 Research Questions 9 

 Chapter Two: Literature Review 10 

2.1 Bronfenbrenner’s Ecological Systems Theory 11 

2.2 Psychological Symptoms 13 

2.3 Ecological Change 17 

2.4 Trauma and Violence 19 

 Chapter Three: Methodology 21 

3.1 Design 22 

3.2 Participants 23 

3.3 Sampling 23 

3.4 Data Collection 23 

3.5 Data Analysis 25 

3.6 Pilot Study 26 

3.7 Ethical Consideration 27 

 Chapter Four: Results 28 

4.1 Demographics 29 

4.2 Results Analysis 30 

4.2.1 Theme 1: Awareness 31 

4.2.2  Theme 2: Momentary Relief 32 

4.2.3  Theme 3: Frustration and Loss 33 

4.2.4  Theme 4: Perception of Risk 35 

4.2.5  Theme 5: Feelings of Anxiety 36 

4.2.6  Theme 6: Feelings of Depression 37 

4.2.7  Theme 7: Uncertainty 37 

4.2.8  Theme 8: Routine Change 38 

4.2.9  Theme 9: Family Interaction 40 



vii 

No. Content Page 

 Chapter Five: Discussion 42 

5.1 Awareness of COVID-19 43 

5.2 Ecological Systems Theory and Shift of Meanings 45 

5.2.1 Negative Change 45 

5.2.2 Positive Change 48 

5.3 Feelings of Anxiety, Depression, and Uncertainty 49 

5.4 Perception of Risk and the Palestinian Case 51 

 Chapter Six: Conclusions and Recommendations 54 

6.1 Conclusions 55 

6.2 Recommendations 57 

6.3 Strengths and Limitations 59 

 References 61 

 Annexes 68 

 ب الملخص 

 

  



viii 

List of Tables 
No. Table Page 

Table (1) 
Demographic Data of Children Interviewed 

(N=21) 
30 

Table (2) 
Psychological Themes Descriptive of Children's 

Experience in the COVID-19 Lockdown 
31 

 

  



ix 

List of Figures 

No. Figure Page 

Figure (1) Bronfenbrenner Ecological Systems Theory 12 

Figure (2) 
Psychological Themes Descriptive of Children's 

Experience in the COVID-19 Lockdown 
43 

 

  



x 

List of Annexes 

No. Annex Page 

Annex (1) Interview Guide 69 

Annex (2) Introductory scripts and consent for the interview 71 

 

  



xi 

Experience of Palestinian Children During COVID 19 Pandemic 

Lockdown: A Descriptive Phenomenological Study 

By 

Haneen Jehad Saleh Ayoub 

Supervisor 

Dr. Souad Belkebir 

Co-supervisor 

Dr. Sabrina Russo 

Abstract 

The global COVID-19 pandemic is currently one of the most important 

worldwide issues that is of international concern. The breakout of the 

disease that began in China has continued to spread to other regions and 

countries, Palestine included. Palestine has been in a state of emergency 

since March 2020 with strict policies of lockdown and home confinement 

implemented gradually. Students have been at home since the beginning of 

this emergency status. Little attention is devoted to the psychological 

impact of the pandemic and its measures on populations especially 

children. 

The surge of information, anxiety, panic, restlessness and uncertainty 

surrounding these circumstances, loss of contact with friends and school as 

well as changes in the daily routine leaves children vulnerable to 

psychological difficulties. Several studies conducted worldwide during the 

pandemic reflected symptoms of depression, anxiety, behavioral and 

emotional difficulties. 

The aim of this study is to explore and understand the lived experiences of 

Palestinian children under lockdown due to the COVID-19. The approach 



xii 

of the study is qualitative that results in comprehensive information 

regarding the psychological impact of this situation on children. 

The results of the study showed several themes of awareness, feelings of 

depression and anxiety, frustrations at loss of normalcy and change of 

routine, as well as feelings of uncertainty. The current Palestinian context 

also offers a perspective into the perception of risk in regards to Palestinian 

children. The results also provide paradoxical findings including not only 

negative impact but also positive impact of the lockdown in terms of family 

relationships and and quality time. 

Palestinian children and adolescent much like their peers worldwide 

experienced a negative psychological impact during the pandemic 

lockdown and probably continue to do so as the pandemic is still ongoing. 

The uncertainty and loss of ability to predict and plan are thought to be the 

riskiest one of all. Special attention should be dedicated to the 

psychological well-being of children and adolescent during this period and 

in the aftermath of the pandemic. 

Key words: COVID-19, coronavirus, lockdown, psychological, quarantine 



1 

 

 

 

Chapter One 

Introduction 

  



2 

Chapter One 

Introduction 

On 30 January 2020, the World Health Organizations (WHO) declared an 

outbreak of the coronavirus disease 2019 (COVID 19), a public health 

emergency that is of international concern. This announcement came after 

the disease exceeded the number of cases of the severe acute respiratory 

syndrome (SARS) of 2003 and had registered cases of infection in 34 

regions in China (Ho, Chee & Ho, 2020).  The spread of the infection 

continued to escalate and affect other countries worldwide. 

On 5 March 2020, the Palestinian government announced a state of 

emergency and schools and universities were closed down to combat the 

spread of the disease. Approximately two weeks after, the government 

announced a stricter lockdown policy that put not only students at home, 

but closed down businesses and public institutions as well as restricted 

movement and enforced social distancing measures. 

At the time of data collection there were 523 cases of COVID-19 registered 

in Palestine since March, 2020 (MOH, 2021). Within the past year, the 

speared of the pandemic only continued to escalate with surges in the 

number of cases and new measures of lockdown installed every so often. 

As of October 6, 2021, there are 440938 total cases, 23318 active cases, 

4456 deaths, and 413164 recovered cases in Palestine (MOH, 2021). 

  



3 

1.1 Background 

The COVID 19 pandemic has been globally classified as a natural disaster 

and a traumatic event that forces people to confront death, insecurity, and 

loss, with no definitive end in sight and no effective treatment. All of 

which are factors that are thought to impact people’s and especially 

children’s mental health negatively (Liu et al., 2021). 

Throughout the world, strategies to reduce the risk of infection have been 

implemented which have mainly included social distancing, hygiene 

measurements and isolation. On that basis, several countries have 

implemented lockdowns and closures of schools and places of communal 

activity. The pandemic and lockdown have also brought forth feelings of 

anxiety, stress, helplessness and fear around the world. It has impacted the 

lives of people, and especially children and adolescents in unique 

unprecedented ways (Singh et al., 2020). Research has indicated that this 

pandemic might go on impacting children and adolescents for the long term 

in comparison to adults (Singh et al., 2020). 

According to UNICEF, children make up around 28% of the world’s 

population, which makes more than 2.2 billion children (Singh et al., 

2020). Due to the pandemic, UNESCO estimates that there are 138 

countries worldwide that have imposed school closures, which in turn 

affects 80% of the world’s children’s education (Tso et al., 2020). 

According to the Palestinian Bureau of Statistics, Palestine has more than a 

million students in primary and secondary education (PCBS, 2019), all of 



4 

which were within home confinement from the period of March - May 

2020. While many schools, public and private worked on providing online 

schooling, some efforts were more successful and consistent than others. 

As of the start of the new school year in 2020/2021, children continued to 

switch back and forth between face-to-face and online schooling according 

to the health measures imposed by the Palestinian government. 

Children and adolescents are a vulnerable population in general. They are 

vulnerable to their environment, which, in turn, can have long-term effects 

on their health and productivity in adulthood (Tso et al., 2020). While 

children are much less prone to be infected with the COVID-19 virus, or 

generally either have milder symptoms or are asymptomatic when infected, 

they are not immune to the psychological impact of the pandemic and 

restrictive quarantine measures (Panda et al., 2021). Children are also 

known to have lesser personal resources to deal with the various changes 

that are being inflicted on their lives due to the pandemic (Spinelli et al, 

2020). Studies show that children who are as young as two years old are 

well tuned to the changes around them and are affected by them (Panda et 

al., 2020). 

Due to the pandemic, children and adolescents are facing drastic changes to 

their everyday lives. The changes include home confinement, school 

closures, and social distancing. Moreover, children and adolescents are 

more susceptible to receive the socially restrictive measures as a burden 

considering that social communication is a significant part of their 



5 

development (Ravens-Sieberer et al., 2020). Additionally, studies report 

that there has been an increase in violence against children during 

lockdown which leaves children vulnerable to trauma and abuse (Ravens-

Sieberer et al., 2021). It also leaves this vulnerable population deprived of 

their support systems in school and family (Liu et al., 2021). 

Childhood and adolescence are important stages in the lives of children that 

include many biopsychosocial changes and challenges that include 

independence, identity exploration, and coping with their life difficulties at 

school (Ravens-Sieberer et al., 2021). Adolescence is considered a difficult 

time of transitioning and maturing towards adulthood (Liu et al., 2021) that 

requires social interaction. Therefore, it can be extremely challenging for 

children and adolescents to cope and comply with health measures, 

especially those that go against their current developmental needs, such as 

social interaction (Ravens-Sieberer et al., 2021). This, in turn, can leave 

long-lasting impact on children and adolescents’ mental health. 

Moreover, much of the world’s attention is currently focused on mitigating 

the spread of the diseases and on the economic impact of the pandemic, 

which dominate media and social conversations (Dalton, Rapa & Stein, 

2020). Children and adolescents are being exposed to extreme levels of 

anxiety and tension in the adults surrounding them as well as to large 

quantities of information about the disease and correspondingly facing 

drastic changes to their daily lives and routine (Dalton, Rapa & Stein, 

2020). Little attention is currently devoted worldwide to the psychological 



6 

effect of the pandemic and its resulting home isolation and loss of daily 

routine on children and adolescents. 

Very few studies provide evidence of the impact of the COVID-19 

pandemic and the health measures imposed on children’s psychosocial 

well-being, and even less research has been done to understand the factors 

of vulnerability and resilience; however, previous research on health-

related disasters (such as the N1H1 virus outbreak in the USA in 2009) 

indicate that there are valid concerns over children’s mental and physical 

health during this period (Tso et al., 2020). 

Moreover, most of the research implemented in the beginning of the 

pandemic or during previous ones addressed the psychological impact on 

the general population, with less focus devoted to parents and children in 

particular, despite a study showing that the level of Post-Traumatic Stress 

Disorder (PTSD) was found to be four times higher in children who had 

been in quarantine compared to those who had not (Spinelli, Lionetti, 

Pastore & Fasolo, 2020). 

Despite the fact that a population’s psychological reactions to the outbreak 

of an infectious disease plays an important role in the forming of the 

transmission of the disease and the emotional social turmoil that occurs 

during and post the outbreak, few resources are usually allocated to manage 

the psychological effects of the pandemic on mental health (Cullen, Gulati 

& Kelly, 2020). This leaves populations, especially children, vulnerable to 

psychological adversities. 



7 

1.2 Significance of the study 

This urgent and necessary study seeks to be a useful contribution to 

understanding the impact of the pandemic-driven policies on particularly 

vulnerable groups, in the case children. Considering the significance of this 

global pandemic and the extreme changes it has inflicted on people’s lives, 

especially children, this study aims to contribute toward filling existing 

gaps in scholarship on the pandemic’s psychological effect on Palestinian 

children. It also contributes to the larger field of psychological research in 

Palestine, specifically related to Palestinian children. 

Moreover, much of the research that has been conducted in relation to the 

psychological impact of the pandemic is quantitative; therefore, the current 

research fills the gap of qualitative in-depth research to inform the 

psychological impact of the pandemic on children. 

Importantly, it offers a starting point to explore this issue as it pertains to 

Palestinian children, centering the dimensions and complexities of their 

perspectives and lived experiences using the Descriptive Phenomenological 

Psychological Method. This method focuses on the experience of the 

participants, including reactions and behaviors, and analyzes thoughts, 

feelings, interpretations and impressions of the participants’ experiences 

(Broome, 2011), in efforts to become better advocates for children’s mental 

health and well-being and contribute toward the production of evidence-

based intervention strategies. 



8 

1.3 Problem statement 

Palestinian children, much the same as children in many countries around 

the world, currently face an unusual and unprecedented situation of 

lockdown imposed by the COVID 19 Pandemic. Yet, Palestinian children 

also grapple with a unique set of circumstances that already strain their 

daily lives, namely the ongoing settler colonial project, internal struggles 

and rising economic instability, among others. Coupled with a more 

challenging form of learning that has often required ongoing access to a 

specific set of resources (i.e. internet, computers, electricity, space), the 

impact of these combined challenges has not gone unnoticed. 

This phenomenon is expected to have affected their lives on the physical 

(remaining at home and social distancing) obvious aspect, and on the 

psychological aspect. However, little is known of these psychological 

effects and their impact on the children’s lives in the near or far future, 

especially within a Palestinian context. 

In this study, the experience of children will be researched and investigated 

by capturing their lived experiences, and giving the voice to advocate for 

their needs and experiences. 

1.4 Aim of the study 

The aim of this research is to explore and understand the lived experience 

of children aged 7 to 17 during this unusual period of lookdown due to the 

COVID 19 pandemic. The approach of the study is qualitative that results 



9 

in comprehensive information regarding the psychological impact of this 

situation on children using semi-structured interviews. The interview 

questions focus on the children’s feelings and experience of the lockdown, 

and how it has affected their daily routine. 

1.5 Research questions 

The study will attempt to answer the following research questions: 

1. What is the current experience of children in the period of lockdown? 

2. How has this experience changed their daily routine? 

  



10 

 

 

 

Chapter Two 

Literature Review 

  



11 

Chapter Two 

Literature Review 

The following literature review focuses on the existing research relevant to 

the scope of this study. Significant research findings and results relevant to 

this research are discussed. The theoretical framework of this research 

consists of four main sections that frames the foundation of the study’s 

methodology, referring to how the study was designed and conducted, as 

well as the discussion. 

2.1 Bronfenbrenner’s Ecological Systems Theory 

The Ecological Systems Theory is a theory that studies child development 

within the context of relationships that make up the child’s environment 

(Bronfenbrenner, 1974). American Psychologist Urie Bronfenbrenner laid 

down the foundations for this theory as he was critical of pervious theories 

of child development as they do not sufficiently address the child’s 

relationship and influence on and from the environment surrounding them 

(Bronfenbrenner, 1974). 

In the Ecological Theory of Bronfenbrenner, he states that human beings 

develop as consistent parts of systems (Härkönen, 2001). The child is 

affecting each one of the systems, and in the same way is affected by each 

one; therefore, any change in one of the systems will produce a wave of 

changes in the life of the child. These systems are thought to be several 

levels that interact with each other which are micro-, meso-, exo-, macro- 

and chronosystems (Härkönen, 2001). 



12 

 

Figure (1): Bronfenbrenner Ecological Systems Theory 

The microsystem is the child’s closest environment that he/she has direct 

contact with, such as the home, close relatives, classmates, or 

neighborhood kids, while a mesosystem links and aids the development 

occurring between two or more settings that contain the child such as home 

and school. The exosystem, similar to the mesosystem, is also a link 

between two or more settings of the child but one of these settings does not 

directly include the child, but has events occurring that influence him or 

her such as the relation between the home and the parent’s place of work. 

The macrosystem comprises the all-encompassing pattern of the three 

previous systems traits. Harkonen describes it as a societal blueprint of a 

culture or social environment. The last system, the chronosystem, is one 

Chronosystems

Changes over Time

Macrosystem

Social and Cultural 

Values 

Exosystem

Indirect Environment 

Mesosystem

Connections 

Microsystem

Immediate 

Environment

Child



13 

that describes the evolution and development of several external systems in 

the realm of time; it includes rules and roles that influence development 

(Härkönen, 2001). 

The pandemic has brought about several changes that inflict the lives of 

Palestinian children. These changes are framed within three frameworks 

which are psychological symptoms, ecological change, and trauma and 

violence. 

2.2 Psychological Symptoms 

Psychological symptoms refer to any form of deviation from typical 

functioning that could be indictive of psychological challenges (American 

Psychological Association, n.d.). The current pandemic lookdown can be 

considered a stressful event for children that could compromise the mental 

health of children. Previous research has shown that the presence of 

stressors such as loss of contact with teachers, friends, and classmates, 

financial difficulties in the family, fear of contacting the disease, and a lack 

of sufficient accurate information can have detrimental effects on the 

psychological well-being of children and adolescents (Wang et al., 2020b), 

all of which are stressors present in the current pandemic. In another study 

that was conducted in 2013 with parents of children during the N1H1 virus 

outbreak in the USA, that focuses on Post-traumatic Stress Disorder 

(PTSD), the results showed that the PTSD scores were four times higher in 

quarantined children compared to non-quarantined (Wang et al., 2020b). 



14 

Previous research on experiences that share some characteristics with the 

COVID-19 pandemic also indicates that there is a significant existence of 

psychological symptoms including stress, PTSD symptoms related to 

quarantine, depression and irritability, all of which have long-term 

consequences for years to come (Spinelli et al, 2020). 

Several studies have been conducted throughout the past year to investigate 

the mental health effect of the pandemic on children. The research focuses 

mainly on depressed and anxious feelings, family relations and violence, as 

well as sleep disturbance, and stress (Liu et al., 2021). A meta-analysis of 

15 studies included research from France, Italy, China, Hongkong, 

Bangladesh, India, Brazil, Turkey, and Spain that included nearly 23000 

children reported that 79.4% of the children’s psychological and behavioral 

state was affected negatively by the pandemic and quarantine, with 35.2% 

suffering from sleep disturbance, 21.3% from boredom, and 22.5% from 

fear. Moreover, 80.8% were found to suffer from inattention, 41.6% from 

depression, 34.5% from anxiety, and 42.3% from irritability (Panda et al., 

2021). The analysis of studies showed that children are afraid and worried 

about infection of self and family members. They also do not like the 

quarantine measures, felt uncertain about the pandemic, are isolated due to 

closure of public life facilities especially leisure activities, and are 

additionally stressed about their academic future (Panda et al., 2021) 

Research studies have been conducted in China, Italy, Germany, Spain, 

USA, Brazil, and India to assess the mental health impact of the COVID-



15 

pandemic, all of which found negative psychological impact (Ravens-

Sieberer et al., 2021). Recent studies from the USA indicate that children 

and adolescents’ psychological and behavioral well-being have deteriorated 

compared to pre-pandemic times. The study in Brazil targeted children 

from 6 to 12 years old and found that children experienced psychological 

distress including feelings of helplessness, fear, anxiety and worries. 

Furthermore, research from Spain, Italy and Germany reported increased 

conduct problems, loneliness and irritability, and worries about the 

pandemic among children and adolescents (Ravens-Sieberer et al., 2021). 

A recent study conducted with 1210 respondents from 149 cities in China 

revealed that 53.8% of the sample considered the psychological impact of 

the pandemic to be moderate to severe, while 28.8% and 16.5% reported 

moderate to severe anxiety and depression respectively, and 8.1% indicated 

stress levels of moderate to severe presentation (Wang et al., 2020a). 

Another study that focused on Chinese youth suggested that approximately 

40.4% of the sample were indicated to be disposed to psychological 

difficulties, while 14.4% to have symptoms of PTSD (Liang et al., 2020). 

Furthermore, a research study on Chinese college students that assessed 

anxiety revealed that 21.3% suffered mild anxiety, while 2.7% suffered 

from moderate anxiety and 0.9% reported severe anxiety symptoms (Cao et 

al., 2020). Moreover, the study showed that having a relative infected with 

the disease was a risk factor, while living with parents, income stability, 

and urban living were protective factors (Cao et al., 2020). 



16 

One study was found to focus on children’s behavioral and emotional 

disorders during the COVID-19 pandemic in a Chinese province (Jiao et 

al., 2020). The results of the study indicated that there were a number of 

psychological and behavioral problems common among the children and 

adolescents surveyed: mainly fear of asking about the pandemic, 

distractibility, irritability, and clinginess (Jiao et al., 2020). Clinginess and 

fear of family contacting the disease was more prominent in the 3-6 years 

age group, while inattention was more prominent in children 6-18 years old 

(Jiao et al., 2020). 

A study on Chinese children investigating the effect of the pandemic found 

that of all the participants, 12.33% and 6.26% reported symptoms of 

depression and anxiety (respectively) after the lockdown. Moreover, 

several symptoms during lockdown were found to be associated with 

depression and anxiety after lockdown including suicidal ideation, 

insomnia, and difficulties with attention during online schooling, and 

arguments with parents (Liu et al., 2021). A research study in Bangladesh 

also showed that, during the period of lockdown, a large number of 

children were experiencing mental health disturbances (Yeasmin et al., 

2020). Furthermore, an Indian study on the impact of quarantine reported 

that children and adolescents in quarantine experienced higher 

psychological distress including feelings of helplessness (66.11%), fear 

(61.98), and worry (68.59%) than those who were not in quarantine 

(Saurabh & Ranjan, 2020). 



17 

A nationwide representative German study on the impact of the pandemic 

on mental health and health-related quality of life (HRQoL) found feelings 

of burden reported by two-thirds of children and adolescents. These 

feelings were related to social distancing, home and online schooling, as 

well as lockdown. Moreover, the study reported more mental health 

problems, lower HRQoL, and higher anxiety levels (Ravens-Sieberer et al., 

2021). 

2.3 Ecological Change 

Companionship and social interaction are an essential part of the normal 

development of children (Saurabh & Ranjan, 2020). The preventive 

measures of the lockdown have brought about many ecological changes to 

the children’s environment. 

A review study on the effects of the lockdown indicated that children 

confined at home during the lockdown spend more time on TV and the 

internet, increasing risk of psycho-social difficulties including lower self-

esteem. Moreover, excessive use of the internet can contribute to internet 

addiction, with some children experiencing cyberbullying, all of which 

affects children’s mental health (Thakur, Kumar & Sharma, 2020). 

A review of several research studies also showed similar results indicating 

that children and adolescents’ home confinement is related with uncertainty 

and anxiety that is attributed to the disturbance in their physical activities, 

opportunities for socialization and education (Singh et al., 2020). The lack 

of structured school schedules results in changes in routine, lack of 



18 

innovation or motivation in academic and non-academic activities as well 

as boredom. Additionally, home confinement increased children’s use of 

internet and social media which puts them at risk of compulsive usage of 

internet, vulnerability to bullying and abuse, as well as access to 

inappropriate content (Singh et al., 2020). 

Another Chinese study investigating vulnerability, resilience, and quality of 

life in children aged 2-12 years old found that higher psychosocial 

problems among preschoolers were significantly related to extended usage 

of electronic devices and inadequate sleep or exercise periods (Tso et al. 

2020). Previous research has repeatedly emphasized the importance of 

sleep in children’s quality of life and behavioral development. It was 

reported that children who went to sleep earlier and with a longer sleeping 

schedule suffered fewer psychosocial difficulties. Similar findings were 

indicated for exercise and activity levels as more activity correlated 

negatively with psychosocial problems. In terms of online learning, and 

despite its crucial role during the lockdown periods, the results of the study 

show that the extended exposure to electronic devices, for learning or 

entertainment, was correlated with increase of psychosocial problems in 

children (Tso et al., 2020). 

A German nationwide study found deteriorating health-related quality of 

life among children and adolescence as 65% of children reported feeling 

schooling to be more exhausting than before, 27% reported an increased 

number of arguments, while 37% of parents reported an increase in 



19 

arguments with children, and 39% of children reported deteriorating 

relationships with friends due to the pandemic restrictive measures 

(Ravens-Sieberer et al., 2020). 

2.4 Trauma and Violence 

Research strongly indicates that traumatic childhood experiences could 

have long term biopsychosocial effects including: disturbed 

neurodevelopment, taking on health-risk behaviors; cognitive, emotional 

and social malfunctioning; as well as disability, disease, social problems, 

and early death (Phelps & Sperry, 2020). Trauma is defined as a negative 

emotional response to an event that disrupts a person’s capacity to cope in 

life. One type of trauma is child maltreatment which is continuously linked 

with symptoms of poor mental health (Phelps & Sperry, 2020). 

While a child’s response to trauma is based on many factors, research has 

shown that children’s preexisting problems could escalate because of 

disasters such as hurricane Katrina. Moreover, exposure of the pandemic 

might increase the risk of maltreatment and trauma in children (Phelps & 

Sperry, 2020). 

The benefits of health measures including quarantine, social distancing, 

and isolation, while well-established to reduce the risk of transmission, are 

thought to have negative consequences on levels of violence at home 

(Humphreys, Myint & Zeanah, 2020).  Reports of increased domestic 

violence in China indicate the adverse effects of isolation and lockdown, 

and while children might not be the target of domestic violence, witnessing 



20 

and overhearing it can also have its harmful effects including emotional 

and behavioral difficulties. Moreover, children can also be a target in 

domestic violence and due to the home isolation, the risk of child 

maltreatment is expected to increase (Humphreys, Myint & Zeanah, 2020). 

Family confinement at home is thought to be a trigger for violence during 

the pandemic lockdown. Research indicates that children are at higher risk 

of abuse and neglect as well as enduring domestic violence and pressure 

when they have been at home for an extended period of time during the 

pandemic (Liu et al., 2021). Routine change can be a confusing and 

difficult experience for children, with increased oppositional behavior from 

children. This, coupled with parental anxiety and stress during the 

pandemic can elicit abusive verbal and physical behavior from parents 

(Humphreys, Myint & Zeanah, 2020). 

Such exposure to violence is thought to have negative long-term effects on 

the mental health of children and adolescents including anxiety, depression, 

and suicidal ideation and attempt (Liu et al., 2021). 

The previous research reflects a number of psychological difficulties that 

different groups of populations are experiencing during the pandemic 

including symptoms of depression, anxiety, PTSD, and emotional and 

behavioral problems including fear, helplessness, uncertainty and burden, a 

deteriorating family relations, friendships, activity levels, sleep pattern and 

exposure to electronics, as well as increased risk of abuse and 

maltreatment. 



21 

 

 

 

Chapter Three 

Methodology 
  



22 

Chapter Three 

Methodology 

This chapter outlines the methodology that was used in this study. It 

provides information on participant selection process, instruments, as well 

as the research design. This study utilizes a qualitative method: The 

Descriptive Phenomenological Psychological method which provides a 

comprehensive understanding of the children’s experiences during the 

pandemic lockdown. 

3.1 Design 

A descriptive phenomenological psychological method was used in 

collecting and analyzing the data. This method is a qualitative research 

method that was developed by Giorgi based on the Husserlian 

Phenomenology (Broome, 2011). It is a five-step method that focuses on 

the experience of the participant and does not only include reactions or 

behaviors in its data set, but will analyze thoughts, feelings, interpretations 

and impressions of the participants’ experiences (Broome, 2011). 

This method is the most appropriate for this research as it provides detailed 

descriptions of the children’s experiences which cannot be captured as 

vividly and clearly through a method such as surveying for example. 

Moreover, the phenomenological method gives voice to child participants 

directly, whose voices are otherwise often obtained through parents. 

  



23 

3.2 Participants 

Participants are Palestinian children in the West Bank who have been under 

lockdown due to the COVID 19 pandemic. 21 children were interviewed 

between May 15 and May 30,2020, to gather information about their 

experience and feelings during the period of lockdown. Participants were 

aged between 7 to 17 and were recruited from the West Bank community 

by purposive sampling method. Parental consent was obtained via phone or 

Zoom calls to explain the research objectives, and children’s verbal consent 

was obtained before the start of the interview. 

3.3 Sampling 

The study utilized purposive sampling for the selection of participants 

based on presence of shared characteristics. Purposive sample sizes are 

often decided on the basis of theoretical saturation (the point in data 

collection when new data no longer bring additional insights to the research 

questions). Therefore, purposive sampling is the most successful when data 

review and analysis are done in conjunction with data collection on smaller 

sample sizes, which has been undertaken during this study. 

3.4 Data Collection 

The qualitative data for this study was obtained through in person or virtual 

semi-structured interviews with participants about the phenomenological 

aspect of their experience during lockdown. The interviews were conducted 

with the children in their houses via phone, Zoom call, or Skype call or in 



24 

person to take in consideration pandemic health measures and movement 

restrictions. The interviews lasted approximately 30-40 minutes using a 

series of predetermined open questions (Annex I). Parents were sometimes 

briefly present during virtual interviews to ensure that technological 

process is intact. Parents did not interfere with the interviewing process 

unless to bring the child back from a break. 

Based on the phenomenological method, data is obtained through nai�ve 

description of the participants’ experience, which is done through a first-

person account of the experience as it was lived and understood through the 

participant’s common understanding (Broome, 2011).  To initiate the 

conversation, participants were asked a set of predetermined questions. The 

children were given the space to freely and spontaneously answer all the 

questions until they have said everything they wanted. 

However, it was observed the process of interviewing children is a 

challenging process. Children can get easily bored and distracted and a 

process of online interviewing especially, can be an obstacle to building 

rapport with children. Furthermore, another challenge is being able to 

obtain information from a child without pressuring them to talk which goes 

against ethical standards. It was also observed that children mostly give 

direct short answers that address the main point of the question. 

Several strategies were undertaken to mitigate the abovementioned 

challenges as much as possible. Following the phenomenological method 

of interviewing, and after participants had said what they could 



25 

spontaneously, follow up questions to get more details were asked such as 

“You spoke about such and such, can you tell me more about that?” 

(Broome, 2011) encouraging the child to elaborate in order to obtain more 

lengthy and detailed account of their experience. 

Moreover, as the researcher is practicing in the field of psychology, this 

experience informs the way in which she approached the children during 

the interview. Also, both groups of children interviewed virtually and in 

person were given breaks during the interview process whenever the 

researcher saw fit or the child asked to stop. 

Finally, interviews were audio recorded, and transcribed verbatim. 

Relevant portions were translated to English to use in data analysis and 

results. Participants’ identifying information was omitted in the 

transcription process or replaced with pseudonyms to maintain the 

confidentiality and privacy of the participants. 

3.5 Data Analysis 

There are five steps to the analysis of data obtained through the Descriptive 

Phenomenological method in Psychology, which are based on principles of 

phenomenological philosophy (Broome, 2011). These five steps are as 

follows: the first step is to assume the phenomenological attitude which 

requires the researcher to bracket their everyday knowledge and 

understanding of the world and put it aside, and look at the data with fresh 

eyes; the second step involves reading the transcription of the interviews to 



26 

get a sense of the participants’ whole experience and the way they 

experienced them; the third step includes dividing and separating the data 

into meaning units based on common themes or ideas so it can be analyzed 

in parts rather than wholes; in the fourth step, those meaning units are 

transformed into descriptive expressions that are psychologically sensitive; 

and in the last step, analysis is conducted to synthesize the general 

psychological structures from the experience’s psychological components 

(Broome, 2011). 

The process of data analysis was conducted several times to ensure 

obtaining all the possible results from the research and to truly understand 

the children’s meaning. The first round of data analysis was conducted with 

the researchers and researcher supervisors by going through the five-step 

process, and initial thoughts, themes and results were obtained. The 

researcher then went through the analytic process two times by reading and 

re-reading the interview transcripts thoroughly, then extracting new themes 

that were previously missed and discussing them with the research 

supervisors. This process ensured the initial important step of analysis 

which is bracketing, which in turn enabled the researcher to better 

understand the children’s voice. 

3.6 Pilot Study 

Interview questions were piloted on two children from the target group and 

necessary modifications were made to the questions to improve the quality 

of data collection. 



27 

3.7 Ethical Considerations 

Official permission from the Institutional Review Board (IRB) of An-

Najah University was obtained before performing data collection. A verbal 

consent was obtained from parents and children before initiating the 

interview and after explaining the objective of the study as well as the 

benefits and risk of the study. 

Parents were informed that the conduction of the study with the children 

could benefit them in that it gives them space and opportunity to express 

their feelings and talk about what they have been going through. This 

process could be beneficial to relieve the stress that pandemic and its 

measures have instigated in children. Moreover, further communication 

was offered for the children in case they would still like to talk to the 

researcher after the end of data collection. 

Participants’ confidentiality and privacy were kept safely and only the 

researcher and research supervisors were aware of their identities. 

Interviews were conducted via phone or online applications such as Zoom 

or Skype. This method of research gives voice to the participants to tell 

their stories and experiences, which makes it an ethical advantage for the 

research (Broome, 2011). 

  



28 

 

 

 

Chapter Four 

Results 

  



29 

Chapter Four 

Results 

This chapter highlights the main results of the research’s data analysis. It 

explains the type of demographics involved in the research sample, and the 

main results categorized in themes and subthemes. 

4.1 Demographics 

In total, 21 interviews were conducted. The sample consisted of children 

aged between 7-17 years old, all of whom were interviewed towards the 

end of the first physical lockdown in May 2020 in their homes.  The 

participants consisted of 21 children, 52% males and 48% female. The ages 

ranged as 62% were within 8-11 years old and 38% were 12-15 years old. 

In terms of type of residence, 67% were from the city (including Ramallah, 

Nablus, and Jerusalem) while 33% were from the village (including 

Ramallah and Hebron villages). 57% were enrolled in private schools while 

38% in public schools (with 5% unknown). 

67% of the total participants receiving some form of remote learning 

during the lockdown. Remote learning in some cases consisted of assigning 

worksheets and some lessons through an online platform, while in others it 

was more extensive to include full online class schedules. 

Additional information on the socioeconomic status of the children was not 

obtained as the interviewer did not request further clarification as the scope 

was limited within this study. 



30 

Demographic information is included in Table 1. 

Table (1): Demographic Data of Children Interviewed (N=21) 

Code Gender Age 

Grade at 

time of 

data 

collection 

Type of 

residency 

No. of 

siblings 

Type of 

school 

Online 

schooling 

R1 M 13 7
th

 Village 4 Public No 

R2 F 9 4
th

 City 1 Public Yes 

R3 M 10 5
th

 City Unknown Unknown 
Unknow

n 

R4 F 15 10
th

 City 2 Private Yes 

R5 M 12 7
th

 City 1 Private Yes 

R6 M 12 7
th

 City 2 Private Yes 

R7 F 10 4
th

 City 1 Private Yes 

R8 F 10 4
th

 City 1 Private Yes 

R9 M 11 6
th

 Village 1 Private Yes 

R10 M 8 2
nd

 Village 1 Private Yes 

R11 F 11 5
th

 City 7 Public Yes 

R12 M 10 5
th

 City 0 Public Yes 

R13 M 12 6
th

 City 5 Private Yes 

R14 F 9 4
th

 City 5 Private Yes 

R15 F 9 4
th

 City 5 Private Yes 

R16 F 12 6
th

 City 1 Private Yes 

R17 M 8 2
nd

 City 3 Private No 

R18 F 11 6
th

 Village 0 Public No 

R19 M 15 7
th

 Village 2 Public No 

R20 M 14 8
th

 Village 8 Public No 

R21 F 11 5
th

 Village Unknown Public No 

4.2 Results Analysis 

The analysis of the data was based on the Giorgi method in 

phenomenological qualitative research. Nine major themes (with 23 sub-

themes) emerged after data analysis: (1) Awareness; (2) Momentary relief; 

(3) Frustration and Loss; (4) Perception of Risk; (5) Feeling of Anxiety; (6) 

Feelings of Depression; (7) Uncertainty; (8) Routine change; and (9) 

Family Interaction. The themes and subthemes are presented in Table 2. 



31 

Table (2): Psychological Themes Descriptive of Children's Experience 

in the COVID-19 Lockdown 

Themes Subthemes 

1. Awareness 
a. Scientific information 

b. Knowledge of loss 

2. Momentary Relief 
a. Negative attitude towards school 

b. Unexpected rest 

3. Frustration and Loss 

a. Missed activities 

b. Lack of socialization 

c. Restriction of movement 

d. Boredom 

4. Perception of Risk 
a. Safety 

b. Ambivalence 

5. Feelings of Anxiety 
a. Fear 

b. Worry 

6. Feelings of Depression a. Unhappiness 

7. Uncertainty  

8. Routine Change 

a. Schooling 

b. Exposure to electronics 

c. Eating patterns 

d. Sleep patterns 

e. New activities 

9. Family Interaction 
a. Negative projection 

b. Positive 

4.2.1 Theme 1: Awareness 

The children’s awareness and knowledge of COVID-19 was investigated 

during the interviews to understand the children’s perception of crisis and 

risk as well as the depth of their correct knowledge on the subject. Two 

subthemes were identified during the investigation: scientific information 

and knowledge of loss, both of which indicate appropriate levels of 

awareness of the disease and reasons for lockdown. 

Many of the children had scientific information on the disease while some 

had unscientific information. One respondent stated: “it hurts the world, 



32 

and people should not interact closely with each other, and there shouldn’t 

be gatherings, and it’s contagious, and there’s a possibility a person can die 

from it” (R1). Another said: “we are in lockdown to protect ourselves and 

others” (R3). This reflects scientific information. 

Children also appeared to be aware of the lethality of the disease and idea 

of loss associated with it despite a low number of deaths at the time of data 

collection. A respondent said: “it is dangerous, we will not get over it 

easily. It has symptoms. It is deadly” (R19), and another stated: “deadly, 

we have to avoid it, it occupied the world” (R18). 

4.2.2 Theme 2: Momentary Relief 

Perhaps one of the more interesting themes that emerged from this study 

and that may warrant further research is Momentary Relief that was 

identified in all of the children, with two subthemes: negative attitude 

towards school and an unexpected rest. 

Children expressed relief and happiness at schools closing down which 

could reflect a negative attitude towards schooling. One respondent 

expressed: “[when school was cancelled] I was happy and joyous; I got a 

break from my friends and school” (R7). Another stated: “the best thing is 

that there’s no school” (R4), and another said: “yes I’m happy because 

when I go to school, I get a headache” (R10). These feelings reflect a 

general negative attitude towards attending school; however, it is important 

to consider that school is a duty of children, and people in general enjoy the 



33 

suspension of duties, including adults. Therefore, having momentary relief 

does not directly correlate with lack of worries about the pandemic. 

Children also expressed relief at the opportunity to take an early 

unexpected rest. Children felt they had a chance to take a break from 

everyday life, to rest, and enjoy family time which instigated happiness in 

children. Respondent R14 said: “first I was happy, fine, a chance to spend 

time with the family”, while R8 expressed: “the feeling was as if I’m on a 

break from everyday life, and that is delicious”. Another respondent said: 

“we rested at home, I used to feel tired from school” (R16). The relief of 

everyday life activities reflects children’s hectic lives and the need for a 

break to relieve their stress and offer them rest, but likely tied to other 

political and socio-economic pressures of everyday life, and the need for a 

break to relieve their stress and offer them rest. 

However, these feelings appeared to be momentary as they manifested in 

the beginning of the lockdown period, but were also accompanied by 

feelings of anxiety, fear, worries, boredom and frustration, as will be 

discussed below. 

4.2.3 Theme 3: Frustration and Loss 

Another emotion that was highlighted in the results was the theme of Loss 

and Frustration. This theme focused on the weight of the children’s feelings 

and their frustration at the loss of normalcy in their everyday lives. The 

theme was divided into four sub-themes that highlight the meaning of 



34 

‘loss’ and the frustration that this loss causes them to feel: missed 

activities, lack of socialization, restriction of movement, and boredom. 

Children expressed that they miss their everyday activities. One respondent 

stated: “the worst thing is that I stopped going to football training” (R6) to 

emphasize the theme of missing activities. Another said: “the one thing I 

was sad about is that we stopped going to the [activities] club” (R7), while 

another indicated: “before we used to go to trainings and such” (R8). 

In terms of socialization, children expressed grave loss at the enforced lack 

of socialization with relatives and friends. One expressed: “friends, we 

don’t meet, and even if we did with voice and video it’s different from real 

meeting [face-to-face]” (R8). Another said: “I feel I miss school and my 

classmates” (R2), while another complained about having to use screens to 

socialize “communication between people is through screens and this is a 

bad thing” (R3). One respondent said: “we’re only sitting at home; we 

don’t see anyone. I miss [my friends]. Every day I talk to my sister about 

school days” (R19). As socialization is a normal part of children’s 

development, its loss is a difficult consequence of the disease containment 

measures on the children. 

Moreover, restriction of movement appeared to be another issue causing 

frustration and disappointment. One respondent likened the experience to 

imprisonment: “I am locked up alone at home; I want my friends with me” 

(R17). Another stated: “the deprivation of travelling, that is a whole other 



35 

issue” (R7), and another: “the worst thing is that we don’t go out, this is not 

a life like before” (R20). 

Born out of the loss of normalcy is boredom and frustrations with boredom. 

A respondent indicated that the worst thing about staying at home: “[the 

worst thing] is boredom; we don’t study; I don’t see my friends” (R21). 

Another described the boredom as suffocating: “we’re at home, we don’t 

breathe at home, we feel lonely, we sleep while sitting, we’re bored from 

being at home, we want to study” (R19). 

4.2.4 Theme 4: Perception of Risk 

Perception of risk is the child’s judgment about the possibility of harm or 

loss. Perception of risk was one of the themes that emerged from the 

interviews with two main subthemes:  feelings of safety and ambivalence. 

Many respondents stated that they did not feel worried about or fearful for 

their health or safety. One respondent, when talking about feelings from the 

beginning of the lockdown, stated: “I didn’t feel fear or worry, [I felt] fine, 

comfortable” (R5) during the lockdown period. Another said: “there’s no 

fear or worry” (R13), while another said: “it’s fine. I’m optimistic. There 

are not many new cases and there are cases of recovery” (R20). This 

indicates a general feeling of safety that the children felt. 

Similarly, some children’s sentiments reflected a feeling of ambivalence to 

the disease and its consequences. One respondent said “in the beginning, I 

was careless about the situation, it didn’t make a difference to me” (R1); 



36 

another stated: “Why should I be nervous? It’s comfortable to stay at 

home… it’s just that people die… people who are close to us” (R7). One 

respondent indicated a feeling of faith in his destiny which gives him 

tranquility as he said: “I’m not afraid, what’s meant to happen to me will 

happen, I’m content with everything” (R6). 

4.2.5 Theme 5: Feelings of Anxiety 

The theme of feelings of anxiety emerged as an overarching theme for 

several of the children’s feelings. Children expressed feelings of anxiety in 

the forms of fear and worry. 

Children exhibited feelings of fear and nervousness regarding the spread of 

the disease and towards the possibility of infection for themselves and their 

family members. One respondent expressed “I felt fear and nervousness, 

that there is something strange happening in the world” (R1), another 

stated: “I’m afraid to go out and get corona and go to the hospital” (R17), 

while another said: “till now I’m afraid I will get infected [corona] or it will 

infect other people around me” (R19). 

Children also expressed feelings of worry, as one child expressed fear for 

his father saying “[I am] afraid and worried and feel that there’s something 

strange, that my life is at risk every moment, and I fear for my father 

because he goes to work and is not in lockdown with us” (R3), and another 

indicated “what’s happening is strange and not normal, I’m worried and 

scared, but with time this worry decreased” (R2). 



37 

Some of the children expressed feelings of worries and fear for themselves, 

their health, and for their relatives, especially elderly ones, as well as had a 

general sense of panic and nervousness at the size of the pandemic spread 

across the globe. For example, one respondent said: “yes [I’m worried]. 

They say this virus is invading the world. It’s a scary thing, for myself, and 

people around me” (R21). 

4.2.6 Theme 6: Feelings of Depression 

The children also exhibited feelings of depression in the form of 

unhappiness and sadness regarding the lockdown  and loss of their normal 

routine as one stated “I’m not happy” (R1), while another said: “I was sad 

not to see my friends” (R16). 

4.2.7 Theme 7: Uncertainty 

Uncertainty is the state in which a person lacks information or an outcome 

is not precisely known. Children also exhibited feelings of uncertainty 

about the future of the lockdown as one said: “I would like this lockdown 

to end” (R6), while another said: “I didn’t know we were not allowed to go 

to Ramallah and school, we were off [from school] for two weeks. I 

thought it would be over after that” (R9). Another respondent expressed: 

“the worst thing is loneliness and boredom. We don’t know how to deal 

with this” (R19). Uncertainty in itself can trigger feelings of depression and 

anxiety as a person does not know what to expect in the future. 

  



38 

4.2.8 Theme 8: Routine Change 

One of the immediate results of the pandemic lockdown is the routine 

change that was imposed on children’s everyday lives and which, in turn, 

compromised their well-being. The theme of routine change was 

investigated in regards to the type of changes occurring to the lives of 

children and their attitudes toward these changes. One respondent said: 

“everything changed” (R2). Five sub-themes were identified within this 

theme: change in schooling, exposure to electronic devices, change in 

eating patterns, change in sleeping patterns, and introduction of new 

activities to the daily routine. 

The first is children’s experience and attitude towards schooling. While not 

all children experienced online schooling, most children had to undergo 

some form of remote learning. It was found that online schooling provided 

an alternative daily routine to their lives. One respondent noted: “the best 

thing is that schooling is still going on” (R3) indicating a positive 

experience with online schooling; another said: “in class we’re 40 students 

and there’s no freedom. I understand better on Zoom classes” (R7), and 

another reflected the same sentiment saying: “I feel comfortable with 

online school, I benefit from it” (R6). On the other hand, some students 

experienced negative outcomes from online schooling as one stated: 

“honestly, it’s not fun, it’s boring, and there’s lots of noise. Learning in 

school is definitely better” (R2), and another said: “the worst thing is 

there’s no participation like in class” (R16). However, some students were 



39 

not provided with any type of remote learning leaving them without any 

school routine. 

Another subtheme is increased exposure to electronic devices as one 

respondent noted: “I would stay on my phone [a lot]” (R1), and another 

said: “I stopped interacting with anyone. I stay in my room. I stay on my 

mother’s phone” (R21). Many children reported increased use of electronic 

devices during the lockdown period, including phones, tablets, computers, 

gaming devices, and TV. Moreover, consequences of social media were 

observed in the form of cyber bullying. In an interview, a child expressed 

that his phone was confiscated and upon further investigation with the 

parent, it was noted that he was being pressured online to commit suicide 

by other children, which caused his parents to confiscate his phone. 

Moreover, children experienced change in their sleep and eating routines 

during lockdown. A respondent noted that: “we started eating more” (R8), 

while another stated “we started to stay up late a lot” (R5), and another 

stated: “I wake up late, I keep watching TV, and I eat” (R4). One 

participant indicated “I go to sleep whenever I want” (R12). The changes in 

eating and sleeping result in disturbed sleeping patterns as well as possible 

disordered eating habits. 

An additional change in children’s routine is the introduction of new 

activities to their routine. As children were on lockdown and most outside 

activities were restricted, new activities were introduced into their daily 

routine including drawing, reading, gardening, and others. One respondent 



40 

said: “I started to draw during lockdown” (R6), another said: “during 

school time I didn’t used to read. In the beginning of lockdown, I started to 

read and I finished a book in two days” (R3). 

4.2.9 Theme 9: Family Interaction 

One theme that was underlined in the data is family interaction. It was 

observed that children were motivated to mention their family members 

and their interaction with them as part of their discussion of the current 

lockdown period. Two subthemes emerged from this discussion: negative 

projection of feelings on family members and positive interaction between 

them. 

Respondents indicated that during the lockdown period there was strain on 

the relationships between family members including quarrels with siblings, 

taking anger out on each other, and feeling irritable with family members. 

One respondent noted “the relationships at home] became worse, problems, 

no one can stand the other. I feel I have become easily irritable with this 

lockdown and my brother is very moody, spoiled” (R4). Another stated: “I 

fight with my siblings” (R17), and another said: “the family home 

atmosphere is tense” (R3). 

On the other hand, there were changes in the relationships with family 

members in the form of spending more time with family and doing more 

activities with family members including playing with siblings and helping 

parents with house chores. One respondent stated “we spend more time 



41 

with family and watch things together” (R14). Another said: “we started 

seeing my father more, and got to know mom better” (R15), while another 

reciprocated the sentiment saying: “the best thing in the lockdown is that I 

started to spend more time with my family and play more” (R2). Of note is 

that the children expressed both aspects of changes to family interactions, 

both the positive and negative, indicating that these were parallel yet 

conflicting outcomes under this theme. 

  



42 

 

 

 

Chapter Five 

Discussion 

  



The current research study i

study that focuses on children’s experience during the COVID

pandemic lockdown, and its resulting effects on their mental health.

findings of the study resulted in several overarching themes and subthemes 

that reflect the experience of lockdown and its impact on mental health

Figure (2): Psychological Themes Descriptive of Children's Experience in the 

COVID-19 Lockdown 

5.1 Awareness of COVID

In terms of knowledge and information, it was observed that the majority 

of the children provided scientific information regarding the disease and 

how it transfers as well as its symptoms. Children also appeared to 

understand the fatal impact of the disease and had accurate knowledge of 

loss that the disease could inflict on pe

Uncertainty

Routine 
Change

Interaction

43 

Chapter Five 

Discussion 

The current research study is a qualitative phenomenological descriptive 

study that focuses on children’s experience during the COVID

pandemic lockdown, and its resulting effects on their mental health.

findings of the study resulted in several overarching themes and subthemes 

he experience of lockdown and its impact on mental health

Psychological Themes Descriptive of Children's Experience in the 

 

 Awareness of COVID-19 

In terms of knowledge and information, it was observed that the majority 

of the children provided scientific information regarding the disease and 

how it transfers as well as its symptoms. Children also appeared to 

understand the fatal impact of the disease and had accurate knowledge of 

loss that the disease could inflict on people. 

Children's 
Lockdown 
Experince 

Awarness

Momentary 
Relief

Frustration 
and Loss

Perception 
of Risk

Feelings of 
Anxiety

Feelings of 
Depression

Uncertainty

Routine 
Change

Family 
Interaction

phenomenological descriptive 

study that focuses on children’s experience during the COVID-19 

pandemic lockdown, and its resulting effects on their mental health. The 

findings of the study resulted in several overarching themes and subthemes 

he experience of lockdown and its impact on mental health. 

 

Psychological Themes Descriptive of Children's Experience in the 

In terms of knowledge and information, it was observed that the majority 

of the children provided scientific information regarding the disease and 

how it transfers as well as its symptoms. Children also appeared to 

understand the fatal impact of the disease and had accurate knowledge of 



44 

This can be attributed to the intensive campaigns and social media 

information provided online to people in general and children’s exposure to 

it. This also can be understood in light of children’s increased exposure to 

electronic devices evident in the later results of the study as children noted 

they spend more time on screens. This can explain their vast scientific 

knowledge on the subject. 

A study conducted by BBVA utilized big data technology to monitor the 

media’s treatment of the COVID-19 pandemic. Through the study, 80,000 

online media publications in more than 100 languages were analyzed in 

terms of coverage and sentiment, in which the results showed that both 

provided important information about the development and impact of the 

pandemic on economy and politics (BBVA, 2020). Moreover, big search 

engines as well as popular social media outlets such as Facebook, Google, 

and YouTube are all utilizing advertisements on their homepages to 

increase awareness and draw users’ attention to the pandemic, its effects, 

and symptoms. In addition, the World Health Organization (WHO) is 

leading efforts to spread accurate information about the disease and combat 

misinformation through their COVID-19 specific dashboard and website 

that offers information in several languages including Arabic. Moreover, 

local campaigns by the Palestinian Ministry of Health, and the widespread 

access to satellite TV increased access to information. These strategies in 

addition to children’s exposure to news and social media can explain the 

respondents’ high awareness regarding the disease. 



45 

5.2 Ecological Systems Theory and Shift of Meanings 

Considering the Bronfenbrenner theory of development discussed earlier, it 

can be observed that several changes were observed to take place in the 

environment of Palestinian children. These changes can be characterized by 

negative and positive changes. 

5.2.1 Negative Change 

One major change in the system of the children under lockdown is the 

change in routine. Research suggests that family routines, especially during 

early childhood, provide opportunities to involve children in activities that 

contribute to enriching their vocabulary, their social skills, and academic 

achievement. While research did not show direct causation between family 

routines and these outcomes, these routines in regular conditions that 

support child development in general (Spagnola & Fiese, 2007). 

The experience of online schooling provided a much-needed routine for the 

children considering the loss of their own; however, the children’s 

experiences varied towards this method of education. While some noted 

that they could focus better during the online classes and could feel 

comfortable during the class, others indicated that the loss of face-to-face 

contact was a difficulty, and within the family environment, it was difficult 

to maintain attention. Throughout the interviews, it was found that private 

schools had a more regular system of online schooling compared to 

government schools, which lacked the resources and planning to conduct 

effective online schooling. 



46 

Sleeping and eating patterns were also disturbed, which affected the 

children’s daily routine. A study on sleep problems during home 

confinement due to the COVID-19 outbreak (Altena et al., 2020) indicates 

that such a stressful situation that extends for unknown duration disrupts 

sleep. As sleep is considered to have a main role in the regulation of 

emotions, disrupted sleep patterns can directly affect the following day’s 

emotional functioning (Altena et al., 2020). 

Another major change is children’s sense of disappointment and frustration 

at the loss of normalcy in their lives and in consequence, their forced 

isolation. Children expressed frustrations with missing their everyday 

activities, the ability to socialize with relatives and friends, as well as 

restriction of their movement. While isolation and social-distancing were 

the most effective method for slowing the spread of the disease at the time, 

as vaccination was not yet available; isolation goes against the grain of 

human instinct of connection and socialization (Van Bavel et al., 2020). 

Socialization helps humans cope with stress, be more resilient and regulate 

emotions, and on the other hand, isolation aggravates the effects of stress, 

feelings of loneliness, and affects mental as well as immune health even on 

the long-term (Van Bavel et al., 2020). 

A meta-analysis of several studies revealed that the majority of studies 

found a negative impact of isolation on patients’ mental health and 

behavior, including in children. This includes a tendency for higher scores 

in isolated patients for anger, depression, and anxiety (Abad, Fearday & 



47 

Safdar, 2010). A more recent research investigating school students’ 

mental health in home confinement due to COVID-19 in Hubei province in 

China showed that 22.6% and 18.9% of the students surveyed reported 

having depressive and anxiety symptoms, respectively, which are higher 

than the prevalence among this population in other studies (Xie et al., 

2020). The study suggests that the decrease in outdoor activities and social 

interaction is associated with depressive symptoms. Moreover, research on 

the effect of Severe Acute Respiratory Syndrome in 2003 showed an 

association with psychological symptoms in Chinese students, suggesting 

that infectious diseases affect the mental health of children (Xie et al., 

2020). 

The impact of the pandemic lockdown appears to also affect the trajectory 

of close relationships inside the home, with the pandemic being a major 

stressful event, and the sudden forced proximity to family members. 

Children indicated a negative change in their relationship with family 

members and a general tensing of the atmosphere of the home. Research 

shows that when people are in quarantine, they are at greater risk of anger, 

explosive emotional inclinations, and confusion. Moreover, some studies 

show that forced proximity could be a risk factor for aggression and 

domestic violence (Van Bavel et al., 2020). A research study on the effect 

of hurricane Hugo in 1989 showed that the areas harder-hit by the 

hurricane experienced an increase in divorce rates (Van Bavel et al., 2020). 

While the current literature on the effect of the pandemic and lockdown 

directs strongly towards the increased risk of child abuse and maltreatment 



48 

(Liu et al., 2021; Humphreys, Myint & Zeanah, 2020; Phelps & Sperry, 

2020), the current study did not reflect those results and only directed to 

negative tension inside the house; however, this is not an indicator of a lack 

of such a risk, but could be due to several reasons including children’s 

hesitance to mention such violence, the fact that the study was conducted in 

the beginning of lockdown, and a year later, results might have changed 

and said negative tension developed to more pronounced abuse. Therefore, 

further research should be conducted to verify findings. 

5.2.2 Positive Change 

Change is not only negative; it can sometimes be positive. While none of 

the reviewed previous research studies illustrated or focused on any 

positive impact for the pandemic lockdown, a few positive themes emerged 

out of the data analysis of this study. The themes illustrated changes that 

the children found to be positive to their everyday lives, and these include: 

introducing new activities to the daily routine, positive family interaction, 

and a sense of momentary relief at the suspension of school responsibilities 

and the unexpected break time. 

Children expressed increased family time and opportunity to spend quality 

time with family, help in house chores, and starting to engage in new 

activities and play. They also reported relief at being given an early break 

away from their school responsibilities. These feelings, while some of them 

momentary, such as relief from school, also reflect children’s negative 

attitude towards school. They also reflected the busy and hectic everyday 



49 

lives of children. Moreover, the current positive feelings indicate that 

quality family time and interaction can be considered protective factors 

during the pandemic. These findings, while not replicated in other research, 

can reflect the complexity and multiplicity of children’s experiences. 

5.3 Feelings of Anxiety, Depression, and Uncertainty 

The COVID-19 pandemic and its resulting quarantine and lockdown 

measures have had an impact on the mental health of children and 

adolescents. Previous research conducted in several countries throughout 

the past year has shown that children’s mental health was affected and that 

feelings of anxiety and depression and their related feelings including fears, 

worry and unhappiness have significantly increased (Spinelli et al., 2020; 

Liu et al., 2021; Panda et al., 2021; Ravens-Sieberer et al., 2021; Wang et 

al., 2020a; Cao et al., 2020). Much the same as other children, among the 

main themes of this study are symptoms of depression, anxiety and the 

multifaceted relation between these symptoms and uncertainty. 

Children expressed feelings of fear and worry over the possibility of 

getting infected themselves or their friends, but mostly their older family 

members. They also expressed worries about the large scale of the 

pandemic phenomena that has threatened their world, changed their 

everyday lives, and taken things from them. Children’s anxiety was 

centered on infection and the ‘strangeness’ of the situation as they 

described it. Moreover, feelings of depression were focused on 



50 

unhappiness and sadness regarding the situation, the loss of their everyday 

routines and normality. 

Uncertainty can be defined as “a cognitive perceptual state that ranges from 

a feeling of just less than surety to vagueness; it changes over time and is 

accompanied by threatening and/or positive emotions” (Hilton, 1994, p18). 

Feelings of uncertainty include lack of feelings of security and safety, not 

being able to predict the future, feelings of doubt, indecisiveness, 

vagueness, and the inability to rely on someone or something (Hilton, 

1988). In terms of Palestinian children, the main feelings of uncertainty 

were focused around not being able to predict the future, doubt, and lack of 

safety. As the pandemic has no end in sight yet after a year from its 

outbreak, the past year has been unpredictable and unexpected. Children 

were not able to foretell or plan for the future, which had left them with 

heightened feelings of insecurity. 

Feelings of depression and anxiety are also related to uncertainty. Research 

has continuously been conducted on the relation between anxiety and 

anxiety disorders and uncertainty, and specifically intolerance of 

uncertainty. One research study points out that intolerance of uncertainty is 

a main transdiagnostic feature in anxiety and depression (Carleton et al., 

2012). Another research found that intolerance of uncertainty is associated 

with anxiety disorder and depression (McEvoy et al., 2012). It is believed 

that anxiety needs a sense of uncontrollability of the future, of risk, or 

negative events to thrive (Carleton et al., 2012). Therefore, the absence of 



51 

certainty only helps anxiety to heighten as lack of certainty means 

unpredictability and lack of controllability. In terms of depression, the 

presence of uncertainty impairs children’s capacity to plan for the future 

which, in turn, could contribute to feelings of hopelessness. Therefore, 

feelings of uncertainty take away the capacity to plan and increase 

hopelessness which can heighten symptoms of anxiety and depression. 

5.4 Perception of Risk and the Palestinian Case 

Considering the complexity of the human experience and in this context 

Palestinian children living under occupation and currently under the 

COVID-19 pandemic lockdown, it was observed that on the other hand of 

anxiety, fear, and worries, children paradoxically exhibited feelings of 

safety and ambivalence in their perception of the risk of the situation. 

These feelings can be attributed to Palestinian children’s own perception of 

safety and risk that is modified to accommodate the current Palestinian 

situation. In Palestinian children’s everyday reality, more people (and 

children in particular) are killed or wounded by the Israeli Occupation 

Forces or during family disputes than by COVID-19 infection at the 

beginning of the pandemic. According to the United Nations Office for the 

Coordination of Humanitarian Affairs (OCHA) database, between July 1, 

2014 – July 1, 2020, 731 children were killed by the Israeli Occupation 

Forces, most of whom were boys, and 21,563 were injured (OCHA, n.d.). 

Moreover, an average of 500-700 children, some as young as 12 years old, 

are detained every year by the Israeli Occupation Forces according to the 



52 

reports of Defense for Children Palestine (Defense for Children Palestine, 

2020). 

As perception of risk is subjective, and considering the occupation 

phenomena particular to Palestine, the daily desensitization and 

normalization of violent events in Palestine alters children’s perception of 

risk, and makes the outbreak of the disease not a very stressful event for 

Palestinian children. Moreover, the impact a global crisis can have on a 

place that has a daily crisis such as in the Palestinian context can differ 

from other places, which can lead to different attitudes towards the crisis. 

A study on the effect of living in a militarized zone on Palestinian children 

resulted in similar themes of normalization and underestimation of danger 

(Abu Liel et al., 2017). The study proposed that children in militarized 

zones are continuously exposed to intermittent violence which forces them 

to normalize and integrate traumatic events in order to ensure their normal 

development. However, the normalization of violence could potentially 

contribute to long-term difficulty to realistically perceive and evaluate risks 

and self-protect (Abu Liel et al., 2017). 

Moreover, research shows that parenting and parent’s behavior promote 

children’s development of fear and anxiety. Research specifies two kinds 

of parent behaviors that are involved in this regard: one is the vicarious 

learning or modeling, which refers to when children watch their parents 

exhibiting fearful and anxious behavior and they learn it; the other is when 

parents transmit information in a way that instills fear in the child by 



53 

indicating how dangerous a particular situation is, in this case COVID-19 

(Fliek et al., 2017). 

In the case of the children interviewed, most of their parents have lived 

their youth throughout the Palestinian Uprising in 2000, in which curfews, 

scarcity of food and resources, and imminent danger was an everyday 

reality. Moreover, a lockdown can be seen like one of the curfews that 

were regularly imposed on Palestinian people, and they have learned to 

navigate daily life and cope during curfews. Therefore, it is expected that 

parents’ perception of danger and risk has been altered and their 

transmission of this fear or lack thereof, contributed to the children’s 

perception of risk that is characterized by safety and ambivalence, and, in 

some form, normalization. 

  



54 

 

 

 

Chapter Six 

Conclusions and 

Recommendations 
  



55 

Chapter Six 

Conclusions and Recommendations 

6.1 Conclusions 

This research study attempted to answer several research questions related 

to the experience of children during COVID-19 pandemic lockdown, how 

did this experience change their daily routine. Palestinian children and 

adolescents, much like their peers worldwide, experienced a negative 

psychological impact during the pandemic lockdown and probably 

continue to do so as the pandemic is still ongoing. Yet the circumstances of 

the Palestinian experience are different than that of others due to an 

inherent set of challenges which make life for children pre and post 

pandemic difficult. 

The The findings of the study reflect the experience of lockdown and its 

impact on mental health. However, the study also presented paradoxical 

results of negative and positive themes working in parallel to one another 

reflecting the intricate complexity of the experience of the children during 

lockdown. Future research could investigate these paradoxes in relation to 

the different context in which these children exist. 

Understanding these results through the Ecological Systems Theory offers 

important context to the relationship between childhood development and 

environment, supporting the idea that changes affect all the components of 

the system, and the pandemic and lockdown are a new phenomenon that 

breaks and transforms the system. it can be observed that the drastic change 



56 

in children’s lives during the lockdown period and the spread of COVID-

19 has unsettled and drastically changed the course of their everyday lives 

as well as their connection to the different microsystems from interpersonal 

relationships within the home, to relations with peers and teachers, which 

in turn, affects all of their systems of development. 

The lockdown resulting from the COVID-19 pandemic which disrupted 

children’s daily lives, took them out of school and kept them at home 

clearly has had an impact. A direct negative psychological impact on the 

mental health of the children manifested in symptoms of depression and 

anxiety, specifically feelings of unhappiness, worries, anxiety, and fear, as 

well as uncertainty. 

The impact of routine change appeared to be one of the most significant. 

Disrupted sleep and eating patterns and an increase in use of electronic 

devices can have a major impact on children’s health and well-being. 

Family relationships also changed during this time, manifesting in both 

positive and negative manners. 

There was also a difference between children who had no daily routine and 

those who had online schooling. The continuation of schooling through 

remote learning appeared to support students and reduce the negative 

impact of the lockdown to an extent. However, the change of routine and 

the inability to make plans creates a feeling of uncertainty. Taking away 

the capacity for planning and lack of certainty leaves room for incoming 

symptoms of anxiety and depression as well as negative coping behaviors 



57 

in the future of the situation of the COVID-19 lockdown is farther 

prolonged. 

6.2 Recommendations 

This study sought to provide an initial analysis on the impact of 

confinement measures on children by centering their experiences and 

identifying their needs. Several shorter lockdowns have followed the data 

collection period, and the pandemic remains ongoing, therefore, future 

research will be able to use a much larger and comparative data set to 

further understand the impact of the pandemic on children’s mental health, 

and to mitigate and prevent negative consequences. Accordingly, the 

several recommendations are made to further mitigate undesired impacts to 

children’s well-being and mental health. 

• Mental health support be provided to children specifically with plans to 

give all children structure and routine for their lives. 

• Mental health programs to handle traumatic experiences and to screen 

for those children who might have suffered from violence or other 

threats in the lockdown. 

• Prepare children in times of normalcy to provide them with resilience 

skills to utilize in times of crisis and serve as protective factor. 

• Online schooling should be facilitated fully to maintain students’ 

relationships with friends and teachers, and to keep their routine stable. 

Also, as school is a place of not only learning but also socialization, it 



58 

is crucial that online schooling also mirrors that role, Therefore, it 

should provide not only academic teaching but opportunities for 

socialization between students through teacher supervised activities for 

children and adolescents. 

• Family time to be utilized as a protective factor. Families be supported 

through remote counseling services and other awareness raising and 

education methods to reduce tension and build upon the positive 

outcomes resulting from increased time spent together. 

• To allocate resources and time to train and follow-up with school 

counselors on dealing with the after math of the pandemic on students’ 

mental health, as they are the first line of mental health intervention for 

children and adolescents 

• Mental health specialists should be a part of emergency committees for 

the emergency state of COVID-19, considering that mental health 

should be on all levels from top (government) down (community, 

hotlines, etc.). 

• To continue with follow-up research addressing the following: 

- Specific research to understand more in-depth the experience of the 

children and the after impact on their lives now that the second wave 

of lockdown came and the general lockdown is over, as well as 

understand the experience of parents and teachers. 



59 

- Quantitative quantitative studies in order to quantify the burden of 

mental health within the current pandemic. 

- Specific research on themes of risk and normalization, momentary 

relief and attitudes towards the school system in the Palestinian 

context. 

- Investigating life-satisfaction and the impact of possible change in 

life satisfaction in light of the frustrations and negative feelings of 

the children regarding the loss of their everyday normalcy 

6.3 Strengths and Limitations 

The current research offers some strengths as it provides a detailed account 

of Palestinian children and adolescent’s experience of the lockdown and its 

potential impact from the perspective of the children. It also fills a gap in 

this field of research on the pandemic, as well as psychological research on 

children in Palestine. The results also offer a starting point for future 

research. 

There are a few limitations to this research study. Translation of the data 

collected from Arabic to English might have contributed to loss of 

meanings of participants’ accounts. This limitation was mitigated by 

conducting a translation and back-translation of the interviews transcripts 

to ensure accuracy of data. 

As the interviews were directed toward children and the time was limited, 

the interviews did not capture disparate socio-economic conditions that 



60 

would further contextualize their experiences during confinement periods, 

not least access to resources, such as internet and computers for distance 

learning. 

Moreover, the research was conducted during the period of the pandemic 

lockdown which in itself poses a limitation to the research process. In 

particular, most of the children were interviewed virtually which poses a 

challenge in the ability to obtain sufficient information from the children. 

The limitation was accounted for by giving the children breaks during the 

process whenever the researcher felt appropriate to gain back their attention 

and cooperation. 

So often research focuses on differentiating Palestinian context from 

others, yet our struggle shares structural similarities with other parts of the 

world, but also this focus on differentiation limits our ability to 

differentiate people’s experience within Palestine. There are geographical 

reasons that make this possible, but also issues of outreach complicate an 

ability to capture and represent different parts of society equally. 

  



61 

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68 

 

 

 

Annexes 
  



69 

Annex (I) 

Interview Guide 

Demographic information: 

1. Gender: male, female (don’t ask the child) 

  ذكر، انثى؟: الجنس

2. Age: (7-17 years) 

 قديش عمرك؟

3. Current Grade: 

 بأي صف انت؟

4. City/governorate (don’t ask the child) 

 :المحافظة

5. Type of residency: Village, camp, city (don’t ask the child) 

 مخيم، قرية، مدينة: نوع مكان السكن

6. Number of siblings: 

 كم اخ واخت عندك؟

7. Type of school: public, private, UNRWA 

 شو نوع مدرستك، خاصة، حكومة، وال وكالة؟

8. Do you receive/have you received online schooling: yes, no 

 او اخذت حصص اونالين؟/ عم تأخذ حصص اونالين



70 

Interview questions: 

1. What do you know about the COVID 19? Why are we in Lockdown? 

 في البيت؟/ شو بتعرف عن فايروس كورونا؟ ليش احنا في الحجر البيتي

2. How would you describe your feeling at the beginning of the 

Lockdown؟ Has it changed now? 

 شو كنت حاسس في بداية الحجر في البيت؟ طيب كيف هال حاسس؟

3. What are your feelings about all of this situation? Are you 

afraid/worried? 

 شو رأيك باللي عم بصير او بهذا الوضع؟ كيف حاسس؟ خايف؟ قلقان؟

4. How the lockdown changed your life? 

 شو تغير عليك في الحجر؟ كيف تغيرت حياتك؟

5. How is your daily routine nowadays? 

 كل يوم؟ كيف روتينك بالبيت؟ شو بتعمل

6. What is the worst and the best thing about this lockdown? 

  شو احسن شي واسوأ شي في هذا الحجر؟

7. Can you tell me what do you miss the most? 

 بتقدر تحكيلي شو اكتر شي اشتقتلو وانت بالبيت بالحجر؟

8. What is the first thing you will do when the lockdown will end? 

 شو اول شي رح تعملو لما نخلص من الحجر البيتي؟



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Annex (2) 

Introductory scripts and consent for the interview 

  :معلومات وموافقة األهل

مرحبا، أنا حنين أيوب طالبة في برنامج علم النفس االكلينيكي في جامعة النجاح الوطنية، واقوم 

ذا البحث الدكتورة بحثية إلنهاء متطلبات شهادة الماجستير، ويقوم باإلشراف على هبعمل دراسة 

 .، والدكتورة سعاد بلكبيرسابرينا روسو

سنة خالل مرحلة الحجـر   17الى   7هو دراسة تجربة األطفال من عمرالهدف من هذا البحث 

البحث مما يعني أننـي   تم اختيار طفلك طفلك للمشاركة في هذا. المنزلي بسبب جائحة الكورونا

ألغـراض البحـث   (سأجري مقابلة مع طفلك على اعتبار أن المقابلة سيتم تسـجيلها صـوتياً   

يتم تسجيل جميع البيانات لغرض البحث . دقيقة 40-30، ومن المتوقع أن تستمر بين )والتحليل

أسماء حقيقيـة  لن يتم ذكر . فقط، وستظل مخزنة في ملف آمن، ويتم إتالفها بعد اكتمال الدراسة

مشاركة طفلك ف