The multifaceted nature of the new socio-psychological stressors encountered during the period of isolation make this investigation necessary. The aim of this research is to discover the expression of the social factor and its effect on the level of children’s communication within the family. The coronavirus pandemic has forced much of the planet's population to go into self-isolation, which for the overwhelming majority means staying with their families, who are experiencing the same state of fear. In the coronavirus pandemic the modern, globalised world has gathered all three (biological, social, existential) in one. This results in a paradoxical psychosocial situation in which a person needs space in order to formulate new defensive mechanisms, yet has to share that space with family members. The external threat, the coronavirus pandemic, is complemented by the psychological threat posed by the family – a double threat which places at risk not only physical health, but also psychological state, which requires “ecology of communication”. The levels of social and psychological fear depend on freedom of movement, territorial limits, the ability to choose to communicate or not (“contact hygiene”), levels of trust within the family, types of interaction between all family members regardless of age, and the definition of personal space.
Current approaches in psychology look at human adaptation reserves as part of individual character. "the Big Five" evaluates subjects' actual behaviour and levels of reserves of adaptation on each of the five scales. The results show reliably identifiable changes between the first and third years of study. Students acquire traits associated with introversion and reduce their social contacts (р≤0.01). A reduction to average is also visible in "Attachment -Detachment" (р≤0.05) and "Playfulness -Practicality" (р≤0.01). It can be seen that there is a reduction in the adaptation abilities of dental students between the first and third years in terms of social contact and the application of practical knowledge. Mastering the disciplines under study becomes harder, while the amount of theoretical knowledge and practical ability required increases, necessitating higher levels of concentration. Taking into account the increase in academic workload during this period, some of the above can be put down to stress.
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