A Phenomenological Exploration of Pandemic Experiences Among Individuals with a History of Depression

Authors

  • Arezoo Shafaei Master's degree in personality psychology Islamic Azad University North Tehran branch Faculty of Humanities, Tehran, Iran
  • Zohre Pour Asadi PreDoctoral Researcher Department of Psychology Universitat de Girona Spain, Spain

DOI:

https://doi.org/10.63053/ijhes.91

Keywords:

Depression, Corona Pandemic, Phenomenological, Qualitative Study

Abstract

Depressive disorders are a common psychiatric illness affecting 12% of adults worldwide. This disorder represents a major problem for the general health of society and is the third leading cause of disability worldwide. In addition, the prevalence of depression appears to have increased worldwide following the Covid-19 pandemic. This study aims to find out what experiences people with depression have had in the era of Corona. Methods: The present research was a qualitative study using an interpretative phenomenological method. The number of research participants was nine. Data were collected using semi-structured interviews and analyzed in three stages with open, selective and central coding. Results: After reviewing and analyzing the data, five major themes, 10 secondary themes, and 19 primary themes were identified. The main themes included fear of death and illness, conscious acceptance of reality and improvement of lifestyle, the extent of communication, confusion of the social structure of the family economy and the use of coping strategies. Conclusion: The outbreak of COVID-19 has brought with it other problems such as anxiety, tension and loneliness, in addition to the impact on lifestyle, activities, habits, interests and mental health, in addition to the recurrence of the disease in depressed people.

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Published

2024-09-21

How to Cite

Shafaei, A., & Pour Asadi, Z. (2024). A Phenomenological Exploration of Pandemic Experiences Among Individuals with a History of Depression . International Journal of New Findings in Health and Educational Sciences (IJHES), 2(3), 91–100. https://doi.org/10.63053/ijhes.91

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