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  • 1. Miss Russell 1
  • 2. Thinking Ladder… To & Rollie & Duck’s (2006) model of breakdown. To & the stages of the model and how it explains breakdown of relationships.
  • 3. How will I know if I am learning? By the end of the lesson… E Will be able to describe Rollie & Duck’s Model. C Will be able to explain the stages of Rollie & Duck’s Model. A .
  • 4. Using what you already know about Formation, Maintenance and other areas of the course what do you think are the top ten reasons for relationship breakdown? Use your whiteboards in pairs to get a definitive top ten… the pair who match the closest to the model gets something from the treat box
  • 5. 1. 2. 3. 4. 5. 6. 7. 8. 9. Marriages in which partners were very young Early parenthood Being in a lower socioeconomic group Poor education Partners are of different race / religion A greater number of sexual partners before marriage. Jealousy People have a change of attitudes / beliefs Relationship becomes routine and boring – lack of stimulation 10. Lack of sexual satisfaction 11. Lack of social skills – poor at conversation, may seem uninterested. 12. Extra marital affairs – may be a direct reaction to the other reasons discussed.
  • 6.  His findings were from longitudinal studies, he established there were factors that threatened a relationship both dispositional (personal) and Situational (environmental) and could be classified as predisposing and precipitating What do these two words mean? What is the difference between them?
  • 7. Predisposing Precipitating Define: Define: Contextualised: Contextualised: A liability or tendency to suffer from a particular condition, hold a particular attitude, or act in a particular way. Therefore beliefs or attitudes that the person holds which make breakup more likely Cause (an event or situation, typically a bad one) to happen suddenly, unexpectedly, or prematurely. More situational circumstances which contribute to the breakup.
  • 8. 8
  • 9. In front of you are the thought processes in Rollie and Duck’s model of breakdown. Order them from beginning to end, remember it is a model of breaking up.
  • 10. Now, you need to add the descriptions of the behaviours shown during break up. You will notice there are 5 behaviours and 6 thoughts so think carefully about where you would place them.
  • 11. Name the stages
  • 12. Breakdown Dissatisfaction with relationship Threshold: I can’t stand this anymore Breakdown Intrapsychic processes Social withdrawal; ‘rumination’ Resentment. Brooding on partner’s faults & relational costs. Re-evaluation of alternatives to relationship. Threshold: I’d be justified in withdrawing Interpsychic Phase Dyadic processes Uncertainty, anxiety, hostility, complaints. Discussion of discontents/issues. Talk about ‘our relationship’; equity, roles Reassessment of goals, possibilities, Commitments Threshold: I mean it Dydactic Phase Social Processes Going public; support seeking from others Denigration of partner, Alliance building Social commitment, outside forces create Cohesion (‘group together’) Threshold: It’s now inevitable Social Processes Grave-dressing process Tidying up memories; making relational histories (deciding how you feel, etc.) Stories prepared for different audiences Saving face Threshold: Time to get a new life Grave Dressing Resurrection Processes Recreating sense of own social value Defining what to get out of future relationships Preparation for future relationships & reframe Past relationships: What I learned and how things will be different Resurrection
  • 13. Thresholds 2: I would be justified in leaving. One of the partners/friends becomes more and more dissatisfied with the relationship. They do not tell their partner yet. If the dissatisfaction is great enough there is progression to the next phase…
  • 14. Thresholds 3: I mean it. Here the other person becomes involved. If the dissatisfaction is not acceptably resolved, there is progression to the next phase…
  • 15. Threshold 4: It’s now inevitable This is where the break-up is ‘aired’ and made public, e.g. to family and friends. It is also where the social implications (such as care of children) are negotiated. If the relationship is not saved here (perhaps by the intervention of family) it goes to the final stage…
  • 16. Here the ex-partners begin the organization of their post-relationship lives. Threshold 5: Time to get a new life! They begin publicizing their own accounts of the breakdown and what (if any) is the nature of the new relationship with the ex-partner. Partners who develop their own versions of where the blame for breakdown actually lies, frequently employ self-serving attributional bias i.e. the failure of the relationship was out of their control.
  • 17.  Each partner prepares themselves for new relationships by defining themselves and building on past mistakes and experiences. What I Learned and how things will be different
  • 18. Stage Thoughts Intra Psychic I’d be justified in leaving One of the partners/friends becomes more and more dissatisfied with the relationship. Dyadic I mean it Here the other person becomes involved; it is now a two way discussion Social It’s now inevitable This is where the break-up is ‘aired’ and made public, and social implications are negotiated Grave Dressing Time to get a new life Here the ex-partners begin the organisation of their post-relationship lives, publicising their own accounts of the breakdown Resurrection Things will be different next time Each partner prepares themselves for new relationships by redefining themselves and building on past mistakes and experiences
  • 19. Create a storyboard which shows the breakdown of one couple’s relationship. It can be fictional or based on reality… but it must include all of Rollie & Duck’s stages!
  • 20. Topic 03- Dissolution of Relationships: Lesson 07 20
  • 21.  Tashiro and Frazier (2003) surveyed undergraduates who had recently broken up with a romantic partner. They typically reported that they had not only experienced emotional distress, but also personal growth. These students reported that breaking up with their partner had given them new insights into themselves and a clearer idea about future partners. Through grave-dressing and resurrection processes they were able to put the original relationship to rest and get on with their lives.  Rephrase not as an outline of the study but as AO2
  • 22. Topic 03- Dissolution of Relationships: Lesson 07 22
  • 23. On your whiteboards try to write an extended piece of commentary either positive or negative of the model. If you get stuck put your hand up and I will give you a hint to get you unstuck… Unstuck Hint
  • 24.  The theory has face validity as it is an account of relationship breakdown that we can relate to our own and/or others’ experiences.  The view of dissolution as a process, rather than an event, is widely accepted. However, the theory applies mainly to romantic relationships, because these are exclusive in a way that friendships generally are not.
  • 25.  As with all stage theories, Rollie and Duck’s six phases do not apply in every case of relationship breakdown; nor do they always occur in the order described.  The model does not take into account why dissatisfaction occurred in the first place; its starting point is where dissatisfaction has already set in. Therefore, it fails to provide a complete picture of dissolution.
  • 26.  You need one positive and one negative point here. Take a walk around and have a read of everyone's.  Take a picture of the two you would want in your essay grid!