The COVID-19 pandemic continues to affect couples worldwide who vary in sociocultural values, norms, and expectations, but most work examining connections between pandemic-related stress and couples' relationships has been conducted in the US or similar Western cultures. Guided by the vulnerability-stress-adaptation (VSA) model (Karney & Bradbury, 1995), we present a revised theoretical framework for evaluating how sociocultural contexts may moderate the ways in which pandemic-related stress risks poor couple functioning or promotes couples' resilience. We briefly describe the theoretical model and associated relationship research in the pandemic context and then evaluate how two illustrative sociocultural contexts (country/culture and race/ethnicity) might impact pandemic-related external (disease risks and stress exposure) and internal (psychological distress and felt belonging) stress and adaptive relationship functioning. Our review reveals that much remains to be learned about how couples embedded in different sociocultural contexts have adapted over the course of the global pandemic and highlights key areas for future research. 

How sociocultural contexts may shape the impact of the COVID‐19 pandemic on couples' relationships

The COVID-19 pandemic produced multiple stressors that risk relationship conflict and dissatisfaction. We extended prior studies that yielded inconsistent effects of the pandemic on relationships by using propensity score matching to (1) compare levels of relationship conflict and satisfaction during the pandemic (pandemic group; N = 7268) to similar people immediately before the pandemic (matched control group; N = 7268), and (2) compare pandemic groups facing different types of restrictions, beginning with lockdowns involving household isolation to returning to normal life. Results reveal that relationship conflict increased and relationship satisfaction decreased in response to the pandemic, but these effects were very small and primarily occurred in the initial stages of the pandemic when lockdown involved household isolation. The results add to evidence of resilience in personal and relationship well-being in 2020, but also indicate the importance of understanding the effects of varying pandemic-related conditions across the years of the pandemic. 

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/spc3.12747

Applying propensity score matching to assess the impact of the pandemic on intimate relationships

Chronic lymphocytic leukemia (CLL) caregivers play a central role in disease management—a role that has been heightened during the COVID-19 pandemic given the healthcare system’s reliance on frontline family caregivers and CLL patients’ increased risk of infection and mortality. Using a mixed-method design, we investigated the impact of the pandemic on CLL caregivers (Aim 1) and their perceived resource needs (Aim 2): 575 CLL caregivers responded to an online survey; 12 spousal CLL caregivers were interviewed. Two open-ended survey items were thematically analyzed and compared with interview findings. Aim 1 results showed that two years into the pandemic, CLL caregivers continue to struggle with coping with distress, living in isolation, and losing in-person care opportunities. Caregivers described experiencing increasing caregiving burden, realizing the vaccine may not work or didn’t work for their loved one with CLL, feeling cautiously hopeful about EVUSHELD, and dealing with unsupportive/skeptical individuals. Aim 2 results indicate that CLL caregivers needed reliable, ongoing information about COVID-19 risk, information about and access to vaccination, safety/precautionary measures, and monoclonal infusions. Findings illustrate ongoing challenges facing CLL caregivers and provide an agenda to better support the caregivers of this vulnerable population during the COVID-19 pandemic.

/pdf/understanding-the-impact-of-covid-19-on-chronic-lymphocytic-bbfpxt83.pdf

Understanding the Impact of COVID-19 on Chronic Lymphocytic Leukemia (CLL) Caregiving and Related Resource Needs

Communicating about hardships with close others can be challenging, leading to avoidance of hardship-related topics. Although typically considered relationally damaging, topic avoidance could serve as a beneficial or neutral strategy when paired with relationally affirming communication. The current research investigates if the resilience communication processes outlined in the communication theory of resilience mitigate the negative relational effects of topic avoidance. Hypotheses are tested in two different contexts: sibling communication during parental caregiving (N = 207) and spousal communication in the first months of the COVID-19 pandemic (N = 598). The processes of crafting normalcy, communication networks, and productive action were beneficial across contexts. When participants reported higher engagement in these processes, topic avoidance was not significantly related to relationship satisfaction. At lower engagement levels, topic avoidance was negatively related to relationship satisfaction. Nuance between contexts existed. For example, humor moderated the effect of sibling caregiving topic avoidance but not spousal COVID-19 topic avoidance. 

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/pere.12508

Resilience communication mitigates the negative relational effects of topic avoidance: Evidence from parental caregiving and <scp>COVID</scp>‐19 pandemic contexts

Abstract Social progressions such as the feminist movement and technological advances may have influenced the way young adults perceive romantic relationships. Although long-term relationships are traditionally viewed favorably in society, short-term relationships are becoming more popular in recent years. It’s important to understand the common perceptions of romance among young adults because it affects their partner choices and expectations. While experts can define the concepts of long-term and short-term relationships, we believe the most reliable method is to ask young adults directly. Therefore, we collected data from 229 self-reported British nationals aged between 18 and 33 (M = 19.66; SD = 2.72) to understand their perceptions of long-term and short-term romantic relationships. We asked them to write down the words or phrases that come to mind when they think of these concepts. Using the structural approach of the theory of social representation, we analyzed the values and norms of young British adults regarding these concepts. Based on our study, we observed four important things. Firstly, short-term relationships (STRs) are associated with “fun”, “excitement”, and “passion”, while long-term relationships (LTRs) are associated with “love”, “commitment”, “trust”, and “loyalty”. Secondly, while sex is important in romantic relationships, it’s only a peripheral component of STRs and not a significant factor in LTRs. Thirdly, both those in relationships and single individuals agree that “fling” and “passion” are primary aspects of STRs, but those in relationships tend to use the term “fun,“ while single individuals use “exciting” to describe STRs. Lastly, “love”, “trust”, and “commitment” are essential elements in LTRs for both single individuals and those in relationship. However, individuals in relationships also value loyalty as a critical aspect of romantic relationships. 

Insights into Young Adults’ Views on Long-term and Short-term Romantic Relationships in the United Kingdom

This essay emerged out of class discussion in a Ph.D. seminar on Instructional Communication (IC). As the ﬁ rst author and professor in this course, I have encouraged my students (the remaining authors) to connect IC to their areas of emphasis and to con-sider the myriad ways IC research could contribute to learning outcomes in these areas. In drafting their contributions to this essay, one of the student authors wrote, “ If instructional communication (IC) is de ﬁ ned as ‘ the study of the human communication process across all learning situations independent of subject matter, grade level, or the learning environment ’ (Myers et al., 2016, p. 13), then why are so many scholars still tied to their classroom podiums? ” We present an argument for how IC scholars can build on existing research to step out from behind their podiums through consulting and outreach in ﬁ ve distinct contexts.

The contribution of instructional communication research to teaching–learning beyond the classroom

This in-depth critical review investigates the impact of COVID-19 on personal relationships from the start of the pandemic in early 2020 to September 2021. Research examining six themes are identified and described in detail: the impact of COVID-19 on (1) family and intimate relationships; (2) LGBTQ+ relationships; (3) how COVID-19 is linked to technologically mediated communication and personal relationships; (4) potential shifts in sexual behaviors and desire; (5) potential shifts in relational conflict and intimate partner violence; and (6) constructive aspects of personal relationships, which is a broad theme that includes outcomes such as resilience, relational quality, coping, and social support. Findings for overarching patterns are offered to highlight implications for current research and identify future directions to consider when continuing to study personal relationships during the COVID-19 pandemic and similar future crises.

/pdf/a-descriptive-literature-review-of-early-research-on-covid-1vfdo3lg.pdf

A descriptive literature review of early research on COVID-19 and close relationships

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The contribution of instructional communication research to teaching–learning beyond the classroom

A descriptive literature review of early research on COVID-19 and close relationships