In the wake of the COVID-19 pandemic, most U.S. colleges closed their campuses-including residence halls-causing significant disruption to students' lives. Two waves of data were collected from undergraduate students enrolled at a large U.S. Midwestern university: Wave 1 was a confidential online survey of 4989 randomly sampled undergraduate students collected in January/February 2020; Wave 2 was collected in April/May 2020 following campus closure. Our research aimed to: (1) assess how the COVID-19 related campus closure affected college students' romantic/sexual relationships, (2) examine students' past month sexual behaviors prior to the pandemic in comparison with their sexual behaviors during campus closure, and (3) compare participants' pre-pandemic event-level sexual behaviors with those occurring during campus closure. Of 2137 participants who completed both waves (49.8% women, mean age = 20.9), 2.6% were living at home in Wave 1 compared to 71.0% at Wave 2. Of those in relationships, 14.5% experienced a breakup and 25.3% stayed in their relationship but returned home to different cities. There were no statistically significant differences in participants' prior month reports of solo masturbation or sending/receiving nude/sexy images between Waves 1 and 2; however, participation in oral, vaginal, and anal sex significantly decreased across waves. Examining participants' most recent sexual events, Wave 2 sex more often occurred with a cohabiting or relationship partner and was rated as more wanted, emotionally intimate, and orgasmic. Implications for sexual health professionals are discussed. 

/pdf/sex-and-relationships-pre-and-early-covid-19-pandemic-wbju7hl3.pdf

Sex and Relationships Pre- and Early- COVID-19 Pandemic: Findings from a Probability Sample of U.S. Undergraduate Students

https://link.springer.com/content/pdf/10.1007/s10508-021-02265-5.pdf

Objective This study aimed to explore the mediating role of self-compassion and self-forgiveness among college students who initiated a romantic breakup. Backgrounds The focus of research on romantic relationship breakups is typically on the rejected partner, while the initiator (responsible or rejector) of the breakup is neglected. To fully understand the romantic relationship breakup, we must look at this event as a whole. Method College students across eight universities (N = 464) who sought treatment for depression at university psychological service centers after initiation of a romantic breakup were referred for possible inclusion in the research. Of these referred students, 347 (women = 68%, mean age = 22.62 ± 3.69 years, range: 18–35) fulfilled the inclusion criteria and completed a battery of questionnaires (Enright Self-Forgiveness Inventory, Self-Compassion Scale-Short Form, Breakup Distress Scale, and Beck Depression Inventory—II). Structural equation modeling was used to evaluate the hypothesized mediation model. Results We found a strong association between breakup distress and depressive symptoms among romantic breakup initiators mediated by self-compassion and self-forgiveness. Self-compassion influenced the mediating role of self-forgiveness between breakup distress and depressive symptoms (R2 = 58%). Conclusion and implications The findings suggest that college students who initiate a romantic breakup are at risk for depression despite the reason for or time since the breakup. Thus, their suffering and pain need to be acknowledged. When initiators choose to be self-compassionate after a breakup, it may promote self-forgiveness as a path toward emotional healing. 

Neglected side of romantic relationships among college students: Breakup initiators are at risk for depression

This narrative review of literature on romantic breakup distress and recovery includes studies on the effects of this distress, risk and protective factors for breakup distress and interventions. The effects include sadness, anger and broken heart syndrome. The risk factors for breakup distress include being the “dumpee” versus the “dumper”, internet surveillance of the “dumper”, having been in a spiritual relationship, intrusive thoughts, an orientation towards future relationships or a fear of being single, having the relationship as part of your identity or your self-worth and experiencing social constraints like criticism. Protective factors include having been more committed to the relationship and then continuing to experience closeness in that relationship but also having a rebound relationship. Effective interventions include a writing task describing the breakup, online group discussions of the breakup and tryptophan for its serotonin-enhancing properties. Limitations of this literature include lack of generalizability from the mostly female university student samples and potentially biased self-report data.

/pdf/romantic-breakup-distress-in-university-students-a-narrative-578d86beip.pdf

Romantic breakup distress in university students: A narrative review

Romantic breakups are considered one of the most stressful events experienced by young adults. Although the Breakup Distress Scale (BDS) is one of the most widely used instruments to measure breakup distress, there is limited evidence regarding its psychometric properties. Thus, we sought to adapt and validate a Spanish version of the BDS. The sample consisted of 179 Dominican young adults (78% female, 87% heterosexual, and 94% currently single), between the ages of 18 and 30 who experienced at least one breakup in the last 5 years. Parallel analysis and confirmatory factor analysis provided support for a robust one-factor structure. Additionally, the BDS scores exhibited high internal consistency reliability and item-rest correlations. Moreover, structural equation modeling indicated that those who initiated the breakup experienced less breakup distress than non-initiators, congruent with the literature. These combined findings suggest that the Spanish version of the BDS has good psychometric and validity properties. 

Heartache in Young Adulthood: Cross-Cultural Adaptation and Validation of a Spanish Version of the Breakup Distress Scale

The college years are an important time for the development and maintenance of interpersonal relationships, particularly romantic relationships. An inevitable consequence of entering into new romantic relationships is the potential to experience romantic breakups. Among older adolescents, the termination of a romantic relationship is the most commonly nominated "worst event" that adolescents have experienced (Monroe, Rohde, Seeley, & Lewinsohn, 1999). While distressing, breakups are also quite common - previous research in undergraduate samples found that over two-thirds of students reported experiencing the termination of a romantic relationship as a student, and many reported experiencing multiple breakups (Field, Diego, Pelaez, Deeds & Delgado, 2009). Relationship problems are some of most frequently reported challenges noted by students seeking assistance from college and university counseling services (Erdur-Baker, Aberson, Barrow & Draper, 2006).While romantic breakups are common experiences among college students, they can lead to significant distress and impairment. During the period following a breakup, students commonly report symptoms of depression and anxiety (Chung et al., 2002b; Field et al., 2009). Students may also experience symptoms of post-traumatic stress, including intrusive thoughts and avoidance behaviors (Chung et al., 2002a, 2002b). Among a minority of students, the emotional response in the aftermath of a breakup may be severe enough to meet criteria for a major depressive episode or other psychiatric disorder (Chung et al., 2003; Maciejewski, Prigerson & Mazure, 2001). Some individuals experience a high level of somatic symptoms, such as sleep disturbances (Field et al., 2009). Students may also experience impairments in interpersonal functioning, or may withdraw from interpersonal relationships (Chung et al., 2002a; Johnson, 2001). Following a breakup, many students report impaired concentration, difficulty completing homework, and overall impairments in academic performance (Field, Diego, Pelaez, Deeds & Delgado, 2012). While breakups have the potential to lead to significant emotional, social, and academic difficulties, individual students respond to these events with varying degrees of resilience. Thus, a better understanding of factors that place students at increased risk for difficult adjustment to these common events may be helpful in settings providing support to these students, such as college counseling services.Previous research has helped clarify some of the factors that place students at-risk for emotional distress after experiencing the termination of a romantic relationship. Characteristics of the former relationship, including closeness and level of commitment, are associated with distress following relationship dissolution (Field, Diego, Pelaez, Deeds, & Delgado, 2011; Fine & Sacher, 1997). Factors related to the termination of the relationship, including who initiated the breakup, whether the breakup was perceived as a betrayal, and perceived availability of new potential partners are also associated with distress (Davis, Shaver & Vernon, 2003; Perilloux & Buss, 2008; Sprecher, 1994; Sprecher, Felmless, Metts, Fehr & Vanni, 1998). In the aftermath of a breakup, ongoing contact with a former partner - either in-person (Sbarra & Emery, 2005) or via social media (Lukacs, 2012; Marshall, 2012) - is also associated with greater levels of distress. Finally, characteristics of individuals who experience a breakup are also predictive of emotional distress. For example, a secure attachment style appears to be protective against distress following a breakup (Gilbert & Sifers, 2011; Madey & Jilek, 2012). Findings regarding gender differences in emotional distress following romantic breakups have been mixed, with some studies finding no gender differences, several finding that women experienced more distress, and one study finding that men experienced more distress (Field et al. …

Predictors of Breakup Distress Among Residential College Students

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Predictors of Breakup Distress Among Residential College Students