phenomenological study
positive interactions


The COVID-19 pandemic is a considerable global health crisis that has led to extensive behavioural adaptations and subsequent spiritual burden. The widespread measures to inhibit the spread of the virus have had a central effect on the regular life of families. These changes in family schedules likely have an impact on the quality of parenting and the parent-adolescent relationship. In addition to the threats and insecurities generated during the coronavirus crisis, there are opportunities to increase the intimacy of family members and expand their interactions. This interpretive phenomenological study sought to identify the components of positive parent-adolescent relationships during the COVID-19 pandemic. The study population included first grade high school students in District 1 of Tehran in the spring of 2020. Researchers selected participants based on inclusion criteria using purposive sampling. Information saturation occurred with 12 total participants. Data collection consisted of semi-structured, recorded interviews. Data analysis followed the Van Mannen six-step thematic analysis method. Results yielded six main themes, “consistent ideological system,” “positive changes,” “rituals and joint activity,” “constructive communication,” “conflict resolution,” and “mutual care.” Students' experiences of quarantine and their interactions with parents were unique due to the coronavirus outbreak. This research uncovered complexities, experiences, beliefs, and attitudes about positive interactions between Iranian adolescents and their parents. Executive decision-makers and mental health professionals can draw upon this expanded understanding to help families navigate the psychological consequences of the global pandemic.


Keywords:  Adolescent, COVID-19, phenomenological study, positive interactions.


Cite as: Zemydani, M. H., Ahmadi, S., Ilanloo, H., Carlson, L. A., & Halvaei, N. H. (2021). Iranian parent-adolescent positive relationships in the COVID–19 pandemic. Journal of Qualitative Social Sciences, 3(1), 1-21.