Relationship Breakdown

Question 1

What did Duck state in 2001?

Answer 1

States that there are a number of reasons why relationships break up, but they can be put into three broad categories.​

Question 2

What were the three broad categories that Duck suggested where the reasons relationships break-up?

Answer 2

Pre-existing doom​.

Mechanical failure.

Sudden death.

Question 3

Outline ‘pre-existing doom’ as one of Duck’s 2001 categories.

Answer 3

Incompatibility and failure are almost predestined.

Question 4

Outline ‘mechanical failure’ as one of Duck’s 2001 categories.

Answer 4

Two suitable people of goodwill and good nature grow apart and find that they cannot live together.

Question 5

Outline ‘sudden death’ as one of Duck’s 2001 categories.

Answer 5

The discovery of betrayal or infidelity leads to immediate termination of a relationship.

Question 6

What were the 5 other factors that Duck proposed as contributing to relationship dissolution?

Answer 6

Predisposing personal factors.

Precipitating factors.

Lack of skills.

Lack of motivation.

Lack of maintenance.

Question 7

Outline ‘predisposing personal factors’ as a one of the 5 factors Duck proposed, contributing to relationship dissolution.

What one of Duck’s 2001 3 categories does this link to?

Answer 7

E.g. individuals’ bad habits or emotional instabilities.​

Links to the pre-existing doom.

Question 8

Outline ‘precipitating factors’ as a one of the 5 factors Duck proposed, contributing to relationship dissolution.

What one of Duck’s 2001 3 categories does this link to?

Answer 8

E.g. exterior influences such as love rivals, process factors, such as incompatible working hours.​

Links to all 3 broad categories.

Question 9

Outline ‘lack of skills’ as a one of the 5 factors Duck proposed, contributing to relationship dissolution.

What one of Duck’s 2001 3 categories does this link to?

Answer 9

E.g. being sexually inexperienced.

Links to the mechanical failure.

Question 10

Outline ‘lack of motivation’ as a one of the 5 factors Duck proposed, contributing to relationship dissolution.

What one of Duck’s 2001 3 categories does this link to?

Answer 10

E.g. perceiving inequity​

Links to the mechanical failure.

Question 11

Outline ‘lack of maintenance’ as a one of the 5 factors Duck proposed, contributing to relationship dissolution.

What one of Duck’s 2001 3 categories does this link to?

Answer 11

E.g. spending time apart.

Links to the mechanical failure.

Question 12

For some people, relationships are difficult because they lack the interpersonal skills to make them mutually satisfying. Individuals lacking social skills maybe poor conversationalists, poor at indicating their interest in other people, and are likely to be generally unrewarding in their interactions other people.

Which of Duck’s 2001 broad categories does this support? Why?

Answer 12

Supports pre-existing doom.

This is because the skills someone has are a constant factor, highlighting predestined traits that may make them less satisfying.

Question 13

According to the SET people look for rewards in their relationships, one of which is stimulation. We would expect that lack of stimulation would be a reason why relationships break down.

Which of Duck’s 2001 broad categories does this support? Why?

Answer 13

Supports mechanical failure.

This is because the cost and rewards may have been beneficial at the start of the relationship, but has now become unequal - forcing the two partners to drift away.

Question 14

Outline the stages in Lee’s Stage Model (1984)

Answer 14

Dissatisfaction stage.

Exposure stage.

Negotiation stage.

Resolution Attempts stage.

Termination stage.

Question 15

Outline the dissatisfaction stage, as part of Lee’s 1984 Stage Model.

Answer 15

Realisation of problems in relationships.

Question 16

Outline the exposure stage, as part of Lee’s 1984 Stage Model.

Answer 16

Problems brought into the open.

Question 17

Outline the negotiation stage, as part of Lee’s 1984 Stage Model.

Answer 17

Discussion of problems.

Question 18

Outline the resolution attempts stage, as part of Lee’s 1984 Stage Model.

Answer 18

Both partners attempt to solve problems.

Question 19

Outline the termination stage, as part of Lee’s 1984 Stage Model.

Answer 19

If resolution attempts are unsuccessful, the relationship ends.

Question 20

Outline the phases in Duck’s Phase Model (1982).

Answer 20

Intrapsychic phase.

Dyadic phase.

Social phase.

Grove-Dressing phase.

Question 21

Outline the intrapsychic phase, as part of Duck’s 1982 Phase Model.

Answer 21

Thinking about, but not discussing negative aspects of partners/ relationships.

Question 22

Outline the dyadic phase, as part of Duck’s 1982 Phase Model.

Answer 22

Confronting partner with negative thoughts, try to sort out problems.

Question 23

Outline the social phase, as part of Duck’s 1982 Phase Model.

Answer 23

Deciding what to do, how that relationship is over.

Makes the break up public, negotiation of investments e.g. children, finance.

Question 24

Outline the grove-dressing phase, as part of Duck’s 1982 Phase Model.

Answer 24

Communicating a socially acceptable amount of break-up.

Question 25

Outline Tashiro and Frasier’s research from 2003.

(Support for Duck’s Phase Model)

Answer 25

Supports the order of Duck’s phase model.

This is because they showed that viewing the relationship situation, rather than own faults, as being responsible for ending the relationships, helps people to see the break-up in a more positive light and move on, just as Duck’s model predicts.

This strengthens the claims made by the model and highlights the application of the theory to everyday relationships.

Question 26

Outline Dickson’s research from 1995.

(Challenge for Duck’s Phase Model)

Answer 26

Challenges the real world application that Duck’s model possesses, and how it cannot necessarily be applied to all couples.

This is because they stated that the social phase is greatly affected by individual differences, especially in relation to age.

They found that while friends and relatives tend to see teenagers’ break-ups as less serious and wouldn’t put much effort into reconciling partners, the ending of relationships by older couples is seen as more distressing and those close to the couple put more effort into bringing them back together.

This suggests that the model is unable to accurately predict breakdown in different types of relationships.

Question 27

Outline issues of cultural bias in Duck’s Phase Model.

Answer 27

The model is based on relationships from individualist cultures, where ending the relationship is a voluntary choice, and separation and divorce are easily obtainable and do not carry stigma.

However, this may not be the case in collectivist cultures, where relationships are sometimes arranged by wider family members, and characterised by greater family involvement.

This can make the relationship difficult to end, which means that the break-up process will not follow the phases proposed by Duck.

As a result, Duck’s model is culturally biased as it assumes that break-up process is universal, which is clearly not the case.

Question 28

Outline issues of a nomothetic approach in Duck’s Phase Model.

Answer 28

Duck’s model successfully describes how relationships break down, but not why.

It focuses on establishing universal principles of behaviour that would be true for all people, taking a nomothetic approach.

However, the break-up process is greatly affected by partners’ individual differences, and cultural norms and values, so a more detailed idiographic approach may reveal individual reasons for break-up and the experiences different couples go through.

Question 29

Evaluate how Duck increased validity within his Phase Model.

Answer 29

Duck 2001’s ideas of 3 broad categories shows he went away and worked on the model.

This was after he created his Phase Model.

Question 30

Outline ‘large sample size’ as an evaluation of Lee’s Stage Model.

Answer 30

A lot of information was gathered and the sample was large (112).

However it only contained students in premarital relationships and may not relate to other relationships.

This is especially significant in long-term relationships involving children and shared resources.

Question 31

Give two evaluative points for Lee’s Stage Model and Duck’s Phase Model.

Answer 31

Deterministic:
Both models are deterministic.
This is because they suggest that individuals must go through a specific set of stages when breaking down.

A Process:
Both agree that breakdown is a process, and not a single event.

No Breakdown Mechanism:
Neither model explains why relationships breakdown, but merely focuses on the consequences.

Question 32

What is a threshold?

Answer 32

The starting point for a new state or experience.

These feature on Duck’s original model.

Question 33

What threshold is used for Duck’s intrapsychic phase?

Answer 33

‘I’m starting to get really annoyed’.

Question 34

What threshold is used for Duck’s dyadic phase?

Answer 34

‘I’d be justified in withdrawing’.

Question 35

What threshold is used for Duck’s social phase?

Answer 35

‘I mean it’.

Question 36

What threshold is used for Duck’s grave-dressing phase?

Answer 36

‘It’s now inevitable’.

Question 37

How does Duck view the break-up process?

Answer 37

Duck views breaking up (dissolution) as a personal process, but one where partners regard how things will look to friends.

Question 38

How does Duck’s breakdown explanation begin?

Answer 38

Begins where one partner is sufficiently dissatisfied with the relationship over a long enough period of time to consider ending it.

Question 39

Lee identified these five stages on the basis of over 112 premarital couples.

The exposure and negotiation stages tended to be the most intense and exhausting stages in the break-up.

Why?

Answer 39

Having to expose the way you feel, give up potential investments.

Exposure: might be just one individual - more intense.

Question 40

A key finding (Lee’s Stage Model) was that it tended to be those relationships that had been the strongest in which it took the longest time to work through the five stages.

Why?

Answer 40

People can become emotionally attached to their partners and feel a strong connection that can be hard to let go of.

People may feel guilty about hurting their partner’s feelings and may worry about the impact a breakup may have on their partner.

Question 41

In Rollie and Duck’s model of relationship breakdown, what is each stage triggered by?

Answer 41

A threshold.

Question 42

What are Rollie and Duck’s 6 breakdown processes?

Answer 42

Breakdown.

Intrapsychic processes.

Dyadic processes.

Social processes.

Grave-dressing processes.

Resurrection process.

Question 43

Outline ‘breakdown processes’ as a process in Rollie and Duck’s model.

Answer 43

Dissatisfaction with the relationship.

One of the partners becomes distressed.

Threshold: I can’t stand this anymore

Question 44

Outline ‘intrapsychic processes’ as a process in Rollie and Duck’s model.

Answer 44

Social withdrawal - focus of the person’s attention during this stage is inward.

Rumination and resentment.

Nothing is said to their partner at this stage.

Many express their dissatisfaction in other ways e.g. Diary entry or lack of interest in sex.

Some people will end their relationship at this stage without discussing it with their partner.

Think about possible alternatives.

Threshold: I’d be justified in withdrawing.

Question 45

Outline ‘dyadic processes’ as a process in Rollie and Duck’s model.

Answer 45

People confront their partner and begin to discuss their feelings and the future.

Discussions maybe hostile and angry.

The relationship maybe saved at this point.

Partners may begin to involve others in their dissatisfaction with their relationship.

The relationship may end at this point.

Threshold: I mean it.

Question 46

Outline ‘social processes’ as a process in Rollie and Duck’s model.

Answer 46

Private dissatisfaction about your relationship now becomes public and spills over into your network of friends.

Helpful- suggest that you talk and try and work it out.

Unhelpful- take sides, criticise and lay blame

Involvement of others may speed up the dissolution process.

Threshold: It’s now inevitable.

Question 47

Outline ‘grave-dressing processes’ as a process in Rollie and Duck’s model.

Answer 47

Both partners start to justify their actions.

Both try to present themselves in a positive light (i.e. Trustworthy and loyal), as these are key attributes for the future.

Reinterpretation of partners characteristics and qualities e.g. Rebellious-irresponsible.

Both reflect on what has happened in order to save face and gain sympathy.

Threshold: Time to get a new life.

Question 48

Outline ‘resurrection processes’ as a process in Rollie and Duck’s model.

Answer 48

Each partner prepares themselves for a new relationship by redefining themselves and building on the mistakes and experiences.

Preparation for a different sort of relationship.

Attempt to re-establish their own individual sense of identity and self-esteem.

Question 49

Outline Kassin’s research from 1996.

Answer 49

Found that women are more likely to stress unhappiness and incompatibility as reasons for dissolution, while men blame lack of sex.

Women wish to remain friends, while males want a clean break, suggesting gender differences that Duck’s model does not consider.

Question 50

Outline Akert’s research from 1992.

Answer 50

Found that the person who instigated the break-up suffers fewer negative consequences than the non-instigator, suggesting individual differences in the effects of dissolution that the model does not explain.