JMVRI Issue No. 22 is dedicated to Ayurveda and Maharishi’s Transcendental Meditation technique in the amelioration of COVID-19 pandemic impacts. The first paper in this Issue, titled “Evaluation of Ayurveda in the Management of Critically Ill COVID-19 Patients in an Intensive Care Unit: An Early Pandemic Retrospective Case-Control Study” (pp. 11–34), is by Lee Fergusson, Neetu Jain, Raghuram Ayyagari, Yogita Munjal, Raj K. Manchanda, and Kenneth L. Cavanaugh. The second paper in this Issue, titled “The Group Effect of Transcendental Meditation on Peruvian Students in Home Isolation During the COVID-19 Pandemic” (pp. 35–58), is by Lee Fergusson, Javier Ortiz Cabrejos, and Anna Bonshek. The third paper in this Issue, titled “A Case Study of Peruvian Students in Home Isolation During the COVID-19 Pandemic” (pp. 59–84), is by Lee Fergusson, Javier Ortiz Cabrejos, and Anna Bonshek.
JMVRI Issue Number 22
JMVRI Paper 22.3
A Case Study of Peruvian Students in Home Isolation During the COVID-19 Pandemic
Authors: Lee Fergusson, Javier Ortiz Cabrejos, and Anna Bonshek
https://doi.org/10.66743/isbd8131
This paper can be downloaded via the following link:
Citation: Fergusson, L., Ortiz Cabrejos, J., & Bonshek, A. (2023). A Case Study of Peruvian Students in Home Isolation During the COVID-19 Pandemic Journal of Maharishi Vedic Research Institute, 22, 59–84.
Summary:
Most of the literature that has emerged about the impacts of home isolation during the COVID-19 pandemic suggests it causes mildly to acutely adverse psychosocial and physiological responses, particularly in children. Such responses relate to the separation children experience from their normal routine, including loneliness, anxiety, and depression, and adversities associated with school performance.
In this case study, we explore the intersection between three phenomena in Perú: (1) practice of Transcendental Meditation by school students at a (2) provincial school during (3) home isolation. The study conducted semi-structured interviews at a school in Puno with seven students, three parents, and two teachers. A proto-theoretical model of stress, the stress response, and outcomes in three psychosocial categories—cognitive, affective, and conative—guide the research. Findings suggest the practice had a salutary effect on student experience and academic achievement, including multifactorial benefits related to learning, calmness, anxiety, and grades.