1. Relationships Not all relationships survive. Some couples for various reasons decide to end their relationship. This section looks at the process of dissolution and some of the reasons why relationships end.

2. Starter Show your study buddy the work you researched from last lesson. – You should have found three celebrity couples who have broken up and represent Duck’s reasons for relationship breakdown Does your study buddy clearly show the three key reasons for relationship breakdown?

3. Learning Objectives 1) To develop an understanding of a ‘Model of Breakdown’ according to Duck. Success Criteria 1)Complete a cut-n-stick about the six stages of relationship breakdown. 2)Evaluate the model of breakdown.  Challenge  Apply the six stages of relationship breakdown to Chris and Gwyneth.

4. Activity Cut ‘n’ stick! Match the columns on the left to the information you will cut out. Then create an acrostic to remember the order of the stages.

5. Answers Breakdown One partner becomes distressed with the way the relationship is conducted; e.g. inequitable relationships cause dissatisfaction. Intrapsychic Processes A brooding focus is placed on the relationship over the ‘faults’ or ‘costs’. Nothing is said to the partner, although dissatisfaction is expressed in other ways, e.g. a diary. Alternatives are considered. Dyadic Processes Partners are confronted and feelings about the relationship and the future are discussed. The relationship could be saved at this point, or others can become involved in the dissatisfaction of the relationship. Social Processes The dissatisfaction spills over the friends and family. Sides may be taken or advice and support offered. This can speed up the dissolution if revelations are announced. Grave-Dressing Processes Justification begins about why the relationship broke down. Each partner tries to present themselves in the best way, e.g. as loyal or trustworthy; rather than in unfavourable terms – this is saving face. Different stories are prepared for different audiences. Resurrection Processes Each partner prepares to move on, redefining themselves and building on past mistakes and experiences.

6. Class Discussion Lets discuss the evaluation points for this model. Remember to think about information from the synoptic toolkit!

7. Tashiro and Frazier (2003) Studied recently separated undergraduate students. They found that the students reported personal growth as an outcome of the relationship. Students also felt that they had clearer ideas about future relationships. The grave- dressing and resurrection processes were important for individuals, however women report more post-event relationship growth than men.

8. Akert (1998) Found that the role individuals play in the break up (e.g. the one who makes the decision to end the relationship) is a powerful predictor of dissolution experience. The partners who do not initiate the break-up tend to be more miserable, more lonely, more depressed and more unhappy and angry in the weeks that follow the end of the relationship. Those who initiated the break-up found the ending least upsetting, least painful and least stressful. Although they report feeling guilty and unhappy, they report fewer negative symptoms compared to those who are less responsible for the break-up.

9. Additional Evaluation Shows that dissolution is not just a sudden step but a process. Can help to identity where things started to go wrong - which can be applied to relationship counselling. The theory is common sense, we can relate to others’ experiences.  The model is descriptive not explanatory and doesn’t provide reasons for break up.  Individual differences can’t assume everyone goes through the same stages, or in the order suggested.  There are ethical issues in the study of relationship breakdown, why?

10. Finally You will be given six cards about the breakdown of the marriage of Chris Martin and Gwyneth Paltrow. You should cut them out and label them for the six stages of relationship breakdown according to Duck and Rollie (2006).