The UK Government imposed UK-wide lockdown on the 23rd March 2020 due to the COVID-19 pandemic. Like many others, I listened to the Prime Minister, Boris Johnson, make this announcement on national television. Although the announcement was not unexpected, I felt like I was witnessing an historical event given the international nature of the pandemic and the range of measures which would have a significant influence on our lives.
The lockdown has impacted on the lives of people in the UK and throughout the globe in multiple and diverse ways. In the area of employment, many people are now working from home and many individuals are trying to juggle home working with other responsibilities, such as childcare and home schooling. Financially, lockdown has had a massive impact on the lives of many people who have been unable to work during this period, the self-employed and those running businesses. Although financial support from the government has helped mitigate this (e.g. the furlough scheme) the situation has led to huge levels of uncertainty, and hence anxiety, about the longer-term situation. From the health perspective, individuals who are shielding due to underlying health conditions, are facing particular challenges. Socially, despite the increased use of digital modes of communication, lockdown has resulted in feelings of social isolation. So many of us long to hug our children, grandchildren, parents, grandparents, and friends. All of these factors have had a negative impact on our wellbeing leading to increased levels of mental health difficulties such as anxiety and depression. This is especially true for particular groups of individuals such as older people and those with underlying health conditions.
In so many domains (e.g. physical, social, psychological), lockdown has resulted in multiple and multi-dimensional transitions in our lives and those of significant others. As we negotiate these transitions, we need to find ways to adapt to these changes, many of which are outwith our control. Feelings that events are outwith our control understandably heighten our levels of stress and anxiety. So what aspects can we can control and what helps us adapt to changes during this pandemic?
During this period of lockdown, I have considered a particular psychological theory, self-determination theory, and how this theory can aid our understanding of the social, physical and psychological transitions we are experiencing. The theory identifies three basic psychological needs which are important for personal growth, integrity and wellness. It proposes that when individuals experience satisfaction of these needs, they exhibit better psychological health and function in a more optimal fashion. The three psychological needs are:
1. Autonomy- individual experiences the way they act as being self-determined and based on personal choice
2. Competence- individual feels capable and effective
3. Relatedness- need to connect with others as human beings
Thus, it could be argued that finding ways to meet these three psychological needs could mitigate the impact of lockdown on our wellbeing. I will suggest potential ways of addressing these needs, drawing on my personal experience followed by some reflective questions.
Improving our wellbeing in such ways is not only important for ourselves but also significant others in our lives. For example, if a parent of a young child is able to make cognitive and behavioural changes which enhance their wellbeing, this in turn will impact positively on the child they are caring for, who has also experienced change during the period of lockdown.
Autonomy
The need to have a sense of personal autonomy, and the knowledge that there are aspects that you can control was key to my response during the initial phases of the period of lockdown. This helped reduce feelings of stress and anxiety in the context of high levels of uncertainty. Thus, you can choose to focus on things you can control, such as how you act, who you speak to and where you get information from. COVID-19 has replaced Brexit as the focus in media (newspapers, television, social media) and it can become very dispiriting listening hour after hour to statistics, sad cases of people who have died in frontline services, and deaths in care homes. There are positive actions you can take such as taking exercise, using relaxation techniques (e.g. mindfulness), and doing things which you enjoy. I have enjoyed walking outside and being much more appreciative and aware of nature. I have enjoyed watching Springwatch. Watching amazing films of wildlife creates a sense of normality in the current context. It also raises awareness of the importance of being connected to nature.
Competence
During lockdown many people have taken the opportunity to learn new skills. Some of these skills will relate to personal development (e.g. learning a new language, learning a new craft) and others will relate to professional development. As a lecturer in a higher education institution I have had to quickly make the transition from face to face teaching to online teaching. Using webinars and other means I learned how to use Blackboard Collaborate Ultra and was able to apply that knowledge when teaching Masters students. I experienced a huge sense of relief and achievement when the sessions went well, and this sense of mastery has inspired me to learn more about technology and online approaches to teaching and learning.
Relatedness
As human beings we have a need to have a sense of belonging and connectedness with others. This need has become particularly apparent during a period when we have been asked to maintain what is called social distancing, although some people have argued that physical distancing is a better way of conceptualising this. Like so many others, in my personal life I have used various means (e.g. phone, social media, Skype) to maintain contact with family and friends. In my professional life I have been able to maintain contact with colleagues and students through various platforms (e.g. Teams, Blackboard Collaborate Ultra). Although it does not replace face to face contact it is a very good second best. I have particularly valued the opportunity to engage with and support students through videoconferencing platforms.
Reflective Questions
During the period of lockdown and the easing of lockdown restrictions:
What aspects of my life can I exert some control over?
What new skills have I acquired and what new skills would I like to learn (personal and professional development)?
How have I met my need for connectedness with others and what more could I do?
Dr Elizabeth Hannah is a Senior Lecturer in Educational Psychology in the School of Education and Social Work. She has worked as an educational psychologist in a number of local authorities in Scotland since qualifying in the early 1980s and latterly was a Depute Principal Educational Psychologist in East Dunbartonshire Council. Her professional interests as an educational psychologist included educational transitions, the inclusion of children and young people with additional support needs, promoting children’s mental health and well-being, consulting with children, and action research. She is a member of a number of professional organisations and is registered as an educational psychologist with the Health and Care Professions Council.
Image copyright: Elizabeth Hannah
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