THE IMPLICIT CURRICULUM AND TEENAGERS’ EMOTIONAL AND SPIRITUAL STABILITY AMID COVID-19

Dinah Katindi Nyamai, Rosemary Imonje, Mercy Mugambi

Abstract


The scale of the coronavirus pandemic calls to mind life calamities that reshaped societies in lasting ways—from how people traveled to the level of security and surveillance they were accustomed to, and even to the language they used. Experts have provided a lot of information regarding how to stay safe amid COVID-19, but little has been said on how unsated messages arising from how we talk about the pandemic and how we are managing the situation affects teenagers emotionally/psychologically, and spiritually. The need therefore to investigate on whether such invisible lessons are a springboard for teenagers’ emotional/psychological and spiritual stability or a dulling blow. To minimize inadequacies in one research approach as well as gain more insights of the phenomenon under study, the researcher used both a closed-ended questionnaire with 17 items among 240 ages 13-19 young people and an interview guide with 12 open-ended items among 10 teachers/ parents—a process generally referred to as triangulation. The validity of the 17-item questionnaire was determined by experts while its reliability was determined using Cronbach’s alpha which gave a reliability coefficient of 0.91. To ensure the clarity of the interview guide items, the researcher used a pilot test among 3 young people and 2 teachers/parents. The results from current research indicated that unintended lessons arising from how COVID-19 is being handled has affected teenagers’ emotional/psychological and spiritual stability both negatively and positively. This means there is need for more research, especially on the negative effects of crises on people’s emotional/psychological, and spiritual stability.

Article visualizations:

Hit counter


Keywords


invisible curriculum, spiritual, teenager, emotional/psychological, stability, COVID-19

Full Text:

PDF

References


Dissertation (2020). Triangulation and its importance in research. Retrieved from: http://www.360dissertation.com/triangulation-and-its-importance-in-research/.

Academic Rigor, Journalistic Flair (2020). Healthcare workers and coronavirus: behind the stiff upper lip e are highly vulnerable Retrieved from: https://theconversation.com/healthcare-workers-and-coronavirus-behind-the-stiff-upper-lip-we-are-highly-vulnerable-133864.

Al mosa, A. (1998). Hidden curriculum, its onset, concept, psychology, components, and dangers. Um El.qura Journal, 12(1), 107-123.

Al qomoul, Mohammad & Atallah Al roud (2017). Impact of hidden curriculum on ethical and aesthetic values of sixth graders in Tafila directorate of education. Retrieved from, https://files.eric.ed.gov/fulltext/EJ1157434.pdf.

Alshamsi, K. (2005). Ethical and aesthetic values in Arabian Gulf Education, Dar Atlas (1st ed.). Cairo, Egypt.

Alsubaie, Merfat A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6 (33), 125-128.

Amina, E. and Faiq, N. (2007). Hidden curriculum and its relationship with social skills and Islamic ethics for nursing children, Journal of Reading Knowledge, 2 (35), 127-138.

Azimpour, E. (2015). Hidden Curriculum. World Essay Journal, 3(1), 18-21.

Bradley K. (2020). Emotional & spiritual wellness during COVID-19. Retrieved from: https://www.miaonline.org/wp-content/uploads/covid-coping-natasha-edit-muslim.pdf.

Creswell, John & Clark, Vicki L. (2011). Research design: Qualitative, quantitative, and mixed methods approaches, 3rd Ed. Thousand Oaks: Sage Publications Inc.

Deepak Chopra: The coronavirus and the need for spiritual well-being. Retrieved from: https://www.cnbc.com/2020/04/03/deepak-chopra-the-coronavirus-and-need-for-spiritual-wellness.html.

Fardin, Mohammad Ali (2020). COVID-19 epidemic and spirituality: A Review of the benefits of religion in times of crisis. Retrieved from, https://www.researchgate.net/publication/341653099_COVID-19_Epidemic_and_Spirituality_A_Review_of_the_Benefits_of_Religion_in_Times_of_Crisis.

Folkman S. & Moskowitz J. T. (2000). Positive affect and the other side of coping. American Psychologist. 55:647–654.

Ghanta, Bikash & Mrinal (2018). Hidden curriculum: an informal way for moral development of learners. International Journal for Research in Engineering Application & Management. 04 (05) 2454-9150.

Haleem, Abid; Mohd Javaid & Raju Vaishya (2020). Effects of COVID 19 pandemic in daily life. DOI: 10.1016/j.cmrp.2020.03.011.

Hall, Margaret (1986). Crisis as opportunity for spiritual growth. Journal of Religion and Health, Vol. 25, No. 1: 1-17.

Hubbard, Barry (2010). Manifestations of hidden curriculum in a community college online opticianry program: An ecological approach. Graduate Theses and Dissertations.

Johal, Sarb; Macdonald, Carol & Mounsey, Zoe (2016). Framework for psychosocial support in emergencies. Ministry of Health, New Zealand.

Kothari, C. (2008). Research methodology, methods, and techniques (2nd Ed). New Delhi: International PHI Limited.

Massialas, Byron & Hurst, Joseph (2009). The new social studies–retrospect and prospect. The Social Studies. 100, (6), 246-250.

Matthew Brady (2020). Coronavirus update: COVID-19 impact on healthcare workers. Retrieved from: https://insights.omnia-health.com/coronavirus-updates/coronavirus-update-COVID-19-impact-healthcare-workers.

Medical News Today (2020). COVID-19 global impact: How the coronavirus is affecting the world. Retrieved from: https://www.medicalnewstoday.com/articles/COVID-19-global-impact-how-the-coronavirus-is-affecting-the-world#Physical-and-mental-health-in-jeopardy.

Ndunge A. (2020). The psychological and social effects of the COVID-19 pandemic. Retrieved from: https://sbs.strathmore.edu/news/the-psychological-and-social-effects-of-the-COVID-19-pandemic/.

Nisah, Cooh (2020). Impact on frontline workers’ mental health. Retrieved from https://www.practiceupdate.com/content/COVID-19-impact-on-frontline-workers-mental-health/100259.

Nooney, J. & Woodrum, E. (2002). Religious coping and church-based social support as predictors of mental health outcomes: Testing a conceptual model, Journal for the Scientific Study of Religion, 41, 359–368.

Oxman, T. E., Freeman, D. H., & Manheimer, E. D. (1995). Lack of social participation or religious strength and comfort as risk factors for death aft er cardiac surgery in the elderly. Psychosomatic Medicine. 57, 5–15.

Patton, Michael Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th Ed.). Thousand Oaks, CA: Sage.

Powell, L. H., Shajhabi, L., & Thoresen, C. E. (2003). Religion and spirituality: Linkages to physical health. American Psychologist, 58, 36–52.

Pratt, Maureen (2020). We should focus on psychological and spiritual health during COVID-19. Retrieved from: http://thedialog.org/catechetical-corner/we-should-focus-on-psychological-and-spiritual-health-during-COVID-19/.

Sell All Coronavirus Research (2020). Most Americans say coronavirus outbreak has impacted their lives. Retrieved from: https://www.pewsocialtrends.org/2020/03/30/most-americans-say-coronavirus-outbreak-has-impacted-their-lives/.

Skelton, A. (1997). Studying hidden curricula: Developing a perspective in the light of postmodern insights. Curriculum Studies, 5, 177-193.

Solomon, Andrew (2020). When the pandemic leaves us alone, anxious, and depressed. Retrieved from: https://www.nytimes.com/2020/04/09/opinion/sunday/coronavirus-depression-anxiety.html.

Sulaimani, Mona F. & Dianne M. Gut (2019). Hidden curriculum in a special education context: The case of individuals with autism. The Journal of Educational Research 9(1):30-39, DOI: 10.5590/JERAP.2019.09.1.03.

The New York Times (2020). Tracking how the coronavirus is changing our daily lives. Retrieved from: https://www.nytimes.com/live/2020/coronavirus-update-03-14.

The World Bank (2020). Kenya’s tough balancing act: Protecting lives and livelihoods in the time of COVID-19. Retrieved from: https://www.worldbank.org/en/country/kenya/publication/kenyas-tough-balancing-act-protecting-lives-and-livelihoods-in-the-time-of-COVID-19.

United Nations (2015). Youth population trends and sustainable development. Retrieved from: https://www.un.org/esa/socdev/documents/youth/fact-sheets/YouthPOP.pdf.

United Nations (2020). Department of economic and social affairs: The impact of COVID-19 on indigenous Peoples – UN/DESA Policy Brief #70. Retrieved from: https://www.un.org/development/desa/dpad/publication/un-desa-policy-brief-70-the-impact-of-COVID-19-on-indigenous-peoples/.

WHO (2020). Mental health and psychosocial considerations during the COVID-19 outbreak?

Yee, Vivian in (2020). In a pandemic, religion can be a balm and a risk. Retrieved from, https://www.nytimes.com/2020/03/22/world/middleeast/coronavirus-religion.html.




DOI: http://dx.doi.org/10.46827/ejes.v7i11.3372

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Dinah Katindi Nyamai, Rosemary Imonje, Mercy Mugambi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).