POSITIVE POINTS
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1. Social relationships |
Reports that considered that confinement made it possible to bring social interactions closer together. |
“Spending time with my family, which I didn’t have the opportunity to do before.” (S 56) |
“Being closer to my family.” (S83)
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2. Leisure and personal development |
Reports that considered having more time for leisure and the possibility of personal development, including self-care, self-knowledge and studies as positive points of the confinement. |
“Self-knowledge, possibility of improving patience, resilience.” (S4)
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“My reunion with myself” (S18) |
“More time for individual activities such as studying, reading, weight training and meditation.” (S49) |
“Opportunities to develop spirituality, self-control, and reestablish priorities.”(S84) |
3. Social concerns |
Reports that considered the very objective of confinement as a public health measure to be positive, that is, raising awareness of the population about the current scenario and the need to change habits to reduce contagion and the possibility of more time to prepare health systems. |
“Lower incidence of contagion, better preparedness of the health system” (S38) |
“Reduce the flow of people in large centers and strengthen the understanding of a moment that requires changes in lifestyle” (S93) |
“Greater development from a social perspective, rather than just an individual one.” (S87) |
4. Saving time and money. |
Reports that considered that changing habits during the confinement allowed better optimization of time and saving money. |
“Not spending time on transport to go to the University, eating food at home without it being heated in the microwave” (S63)
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“Having time to do things at home” (S65)
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“Not having to travel to go to work…” (S74)
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“[...] having lunch at home, less traffic/travel time to go to the university” (S86) |
NEGATIVE POINTS
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1 Social, economic and political concerns |
Reports of negative repercussions of the pandemic and confinement in the social, political and economic field, such as unemployment, deaths and increased social inequality. |
“Drastic economic and social changes in the country” (S65)
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“Economic setback” (S111)
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2. Coexistence conflicts |
Reports of conflicts with people one interacts with on a daily basis, either due to increased time spent together and less privacy, such as people who had to return to their parents’ house, or due to conflicts with people who did not follow the measures to fight COVID- 19. |
“A lot of interaction with my parents” (S42)
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“[...] having to fight with people to follow directions [...]” (S65)
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3. Social life, physical and mental health |
Reports that cite as negative points of the quarantine the damage to one’s mental and physical health, as well as a feeling of loneliness. |
“Social distancing. It’s hard to be away from the people you love, not being able to hug, talking in person.” (S18)
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“[...] Difficulty exercising and eating is worse”. (S48)
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“Increase in anxiety attacks.” (S56) |
4. Remote teaching and changes in routine |
Reports that consider that confinement was detrimental to academic life, as well as requiring an adaptation to Emergency Remote Teaching and a new routine without leaving home. |
“Studying remotely, missing part of classes due to the internet, less concentration, worse performance, more fatigue, less learning, more work.” (S89)
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“Modifying my routine, not being able to vary where I study, depending on internet access and quality for classes, interruptions during classes by the family” (S86)
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DIFFICULTIES
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1. Social life, physical and mental health |
Reports that considered that the confinement period brought difficulties in social life, mental health and physical health. |
“Being without physical activity and without seeing friends” (S14)
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“Fear, uncertainty about the future.” (S51)
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“Difficulties regarding not going out with friends to bars/parties; increased anxiety [...]” (S108) |
2.Coexistence conflicts |
Reports that considered that the confinement period brought challenges in adapting to coexistence inside the home. |
“[...] adapting to living with my parents again.” (S7)
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“Being with my parents, since I hadn’t lived with them for a long time.” (S74)
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“[...] Also, living with family, even though it is something positive, becomes a complication when it is necessary to concentrate on classes, tests and I cannot be interrupted.” (S86) |
3. Remote teaching and adaptation to a new routine |
Reports that considered that the confinement period brought difficulties regarding the remote teaching and adapting to a new routine, such as spending more time at home. |
““The same routine for a long time, without a breach in expectations and extra activities” (S16)
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“Living in front of a computer screen, being confined at home” (S20)
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“The routine became very difficult, especially sleeping, waking up and studying” (S36) |
“Getting used to online classes” (S69). |
4. Adaptation to new individual and collective protection measures. |
Reports that considered adaptation to new individual and collective protection measures, such as hygiene habits and the use of masks, as challenges during the confinement period. |
“Getting used to wearing face masks” (S11)
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“Being very careful with and cleaning supermarket purchases [...]” (S31)
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“The inclusion of new hygiene habits into one’s daily life” (S95) |