General Psychology of Covid-19 Case Study 2022

Running head: CASE STUDY: COVID-19
CASE STUDY: COVID-19
Name of Student:
Student ID:
Course title: General Psychology
Course Code: ASC200
Instructor name: Dr. Wael Ali
Name of the University
Author Note

1CASE STUDY: COVID-19
In this actual situation of COVID-19, that is affecting the people’s lives in many different
ways two of my thoughts in this situation includes- that this disease is much more than a
common influenza because of the fatality rates that are available of people who have died of
Covid-19 and also because it is easily transmittable between people just by any sort of physical
contact which makes this diseases even more horrifying to me (Ebrahim & Memish, 2020).
When I first heard about this disease I did not take it much seriously because I thought it was just
like an influenza in which people suffer from cough and cold and can be recovered,. However
when I started hearing news from all over the world my opinion changed and in understood the
seriousness of this disease. All of a sudden people started using masks and sanitizers for keeping
themselves safe (www.weforum.org., 2020). In such situations, I felt very anxious because
everyone around me was sacred and did not know what was going to happen next and so was I.
Therefore one of the major feelings that arose in me at the time of Covid-19 is anxiety
because nobody had any control over the situation the number of people being rested positive
and dying out of corona-virus kept on increasing day by day. Another major thought that I had
was that even I needed to stock up sufficient food items at home because there were chances of
the government announcing curfews and lockdowns and therefore I asked my parents to start
stocking food items for avoiding public places as much as possible because wherever there was a
public gathering the chances of transmitting the disease increased even more (Yi et al., 2020). I
thought it was better to stay home because the disease was spreading at a great level. Moreover
we also saw other people stocking up food items and other essential commodities due to panic.
Therefore seeing all this I started panicking even more (Hanley et al., 2020). Soon after the
government decided that all schools and universities had to be closed down, all companies to
make their employees work from home and only the essential goods shops and medical shops

2CASE STUDY: COVID-19
would be kept open and announced lockdown. This decision of government somehow helped me
in feeling a little safe because at reduced public contact but it made us all more anxious because
nobody was understanding how to overcome this situation. It was out of the control of anybody
even the government.
We have been living a world where there have been a number of disasters taking place in
our environment starting from tsunamis to various others and we have always found out ways for
coping with these disasters (Public Policy and Administration Research., 2020). Therefore even
now there are a number of ways in which we can cope up with the emotional distress related to
covid-19. Some of these strategies includes- activities for keeping ourselves healthy and
mentally strong, activities for helping the younger people or children of the family and activities
for supporting the older people of the family. Activities for keeping ourselves mentally and
physically strong includes- staying away from rumours and social media. Social media has been
a great source for spreading rumour related to covid-19 that causes panic and emotional distress
among people therefore people should avoiding using social media. People can keep themselves
healthy such that they can develop their immunity and for this they need to exercise in their
homes or even meditate, people need to start eating healthy home-made food and take well-
balanced meals full of nutrition (Xu et al., 2020). People need to get a lot sleep as that can help
in overcoming emotional distress, anxiety and even panic. Moreover for all those who are far
away from their loved ones, they can be contact with them through video calls, phone calls,
messages to ensure that they are safe and also for supporting them at this time. In order to help
the younger people or children of the family, we can reassure them that they will be safe and that
everything will be normal again, answer their questions by focusing on the positive side of the
government reports whereby news about many people who have overcome covid-19 is given and

3CASE STUDY: COVID-19
role modelling can also be practiced such that they can follow our healthy routines (World
Health Organization., 2020). For keeping the older people of the family away from emotional
distress, it needs to be ensured that they take their medications timely, monitoring their medical
supplies to ensure that they do not fall short of it and non-perishable food items and necessary
supplies can be stocked up at home.
Open book examinations have been quite common in many places across the globe these
days however there are a number of merits and demerits related to the same. Some of the major
advantages includes- students need to require to parroting concepts and they can simply
understand the concepts and therefore be able to answer properly. More students will be able to
pass their examinations and save themselves from a year loss and therefore have a brighter future
(Dale et al., 2009). Moreover this system can also help in reducing the difficulty of recalling
because students may have a hard time recalling what they had learned. However, this system
also suffers from a few drawbacks such as- the chances of fraudulent practices by students may
increase as they may not study anything for the exam and simply copy from the books and in this
way their learning process gets affected. Moreover there may be inequality in the open book
system because those students who have not studied at all may get more marks than the ones
who have actually studied and then this will motivate those students who had studied. Moreover
the overall knowledge and skills of students may be affected because of an open book system
and they may end up getting good jobs but would lack their basic knowledge because they did
not focus much in their studies. And this system may affect the role of teachers negatively
because once students have a sense of safety that they will pass somehow they may not focus in
their classes.

4CASE STUDY: COVID-19
References
Dale, V., Wieland, B., Pirkelbauer, B., & Nevel, A. (2009). Value and Benefits of Open-Book
Examinations as Assessment for Deep Learning in a Post-graduate Animal Health
Course. Journal Of Veterinary Medical Education, 36(4), 403-410.
https://doi.org/10.3138/jvme.36.4.403
Ebrahim, S., & Memish, Z. (2020). COVID-19: preparing for superspreader potential among
Umrah pilgrims to Saudi Arabia. The Lancet, 395(10227), e48.
https://doi.org/10.1016/s0140-6736(20)30466-9
Hanley, B., Lucas, S., Youd, E., Swift, B., & Osborn, M. (2020). Autopsy in suspected COVID-
19 cases. Journal Of Clinical Pathology, jclinpath-2020-206522.
https://doi.org/10.1136/jclinpath-2020-206522
Public Policy and Administration Research. (2020). Epidemiological Concept of Coronavirus
(COVID-19) And Measures for Eradication: The Perspective of a Health
Economist. Public Policy And Administration Research. https://doi.org/10.7176/ppar/10-3-
08
World Health Organization. (2020). United Arab Emirates. World Health Organization.
Retrieved 12 April 2020, from https://www.who.int/countries/are/en/.
www.weforum.org. (2020). COVID-19: Experts share insights on managing mental health.
World Economic Forum. Retrieved 12 April 2020, from
https://www.weforum.org/agenda/2020/03/covid19-coronavirus-mental-health-expert-insights/.

5CASE STUDY: COVID-19
Xu, Z., Shi, L., Wang, Y., Zhang, J., Huang, L., & Zhang, C. et al. (2020). Pathological findings
of COVID-19 associated with acute respiratory distress syndrome. Retrieved 12 April
2020, from.
Yi, Y., Lagniton, P., Ye, S., Li, E., & Xu, R. (2020). COVID-19: what has been learned and to be
learned about the novel coronavirus disease. International Journal Of Biological
Sciences, 16(10), 1753-1766. https://doi.org/10.7150/ijbs.45134