thesis statement for healthy relationships

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Exploring love languages: the key to building and maintaining healthy relationships.

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Creating a Healthy Loving Relationship Essay

Introduction.

The most important ingredient for a healthy relationship is unwavering love. Love can be described as a feeling of cherishing and holding each other dearly and unconditionally. The prayer for everyone who is in, or intends to get into a relationship is that the relationship will be healthy and loving for as long as it takes. However, whether relationship will be healthy depends on the mutual commitment of the partners in building and maintaining the bond between them through loyalty, acceptance, communication, and appreciation among others. In building a healthy loving relationship, four key behavioral qualities must be entrenched; respect, trust, honest and caring.

Is essential as it shows concern for the other person’s wellbeing. It involves empathy and accommodation while appreciating the other person’s feelings and offering a shoulder to lean on. According to Wlliams (2006) care involves feeling that the happiness of the other person is more important than your own happiness. Offering support to the other partner at all times and in all endeavors enhances the bonding and creates a path for commitment of either partner in his/her role in the relationship. A healthy loving relationship depends on how well the couple is able to resolve conflicts as they arise in which case reflective listening is paramount. Identifying and solving, and expressing differences caringly is important to the couple’s wellbeing (Schaeffer 1997).

Is a feeling of confidence and faith with the other half that he/she can be relied upon without reservations. This means that, both partners should be committed to earning trust by appreciating each other and being morally upright with utmost value and dignity thus creating a sense of security to each other. In addition, spending time together and being consistent with amount of time spent together builds trust. For trust to prevail, their must be agreement between the partners which gives a sense of moral self integrity and dedication to either partner. Where agreement fails or breaks down, the relationship suffers from eroded trust and breakdown in communication, the remedy of which is to amend or institute a new agreement as soon as possible before the damage becomes worse.

Keeps the relationship intact as, apart from building trust, it ensures both partners engage in truth and meaningful communication with no intent to hurt each other whatsoever. Being honest with oneself also helps to be honest to the other partner. Even where problems are available, admitting their existence means being honest, which in turn acts as a step towards seeking solution. Openness with undistorted information whether negative or not, provided it is the truth is important to keep the relationship intact. Withholding the truth may become disastrous in future in case the truth is revealed in one way or another.

For each other tends to ensure that the values and feelings of either partner are appreciated and not compromised. This means that, both partners value, appreciate and understand each other and in the process tend to accommodate each other. Communication plays a vital role in establishing respect in that, the tone and level of command used influences the level of respect portrayed. Listening as twice as you speak and understanding other person’s boundaries helps to create respect and ignite the mutual bonding in the relationship.

In conclusion, the path to a healthy loving relationship is commitment by both partners to their roles and embodiment of love that is unconditional. In addition upholding the tenets of care, honesty trust and respect, not only shows willingness to foster love, but also enhances connectivity between partners.

Benokraitis, Nijole Vaicaitis. Marriages and families: changes, choices, and constraints. 2 nd Edition, 1996. NJ: Prentice Hall.

Schaeffer, Brenda. Is It Love or Is It Addiction. 2 nd Edition, 1997. MN: Hazelden Publishing.

Williams, Richard N. “Loving and Caring for Each Other”. Loving and Caring for Each Other. 2006. Web.

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IvyPanda . 2021. "Creating a Healthy Loving Relationship." November 1, 2021. https://ivypanda.com/essays/creating-a-healthy-loving-relationship/.

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The Main Theses of Healthy Relationship

Introduction, factors that enhance healthy relationship, you should work towards your happiness, make and keep clear agreements, communication, forgiveness, works cited.

A healthy relationship refers to a good relation with the people around you whereby there are no instances of quarrel or disagreements over given issues. Not every person in the society knows how to maintain healthy or good relationship with the people around him or her and this is the reason you find that there very many broke relationships in the society. (Harry, 2008)

There are certain factors that play great role in maintaining healthy relationships among people in the society and which in most cases should be followed in order to have good relationships with people around us. These factors include the following

As a partner in a relationship you should work towards achieving happiness in that relationship and this can only be achieved through understanding of certain concepts. First accept who you are, acceptance of who you are will give you confidence when handling issues in the relationship, this is because you will not accept anything that will intimidate your dignity hence you will be happy in that relationship. Secondly respect yourself; if you respect yourself other will respect you too, its out of that the other party in the relationship will also respect you. If you don’t respect yourself it will be difficult for other people to respect hence you will suffer in the relationship. (Harry, 2008)

Every person in the relationship should strive towards achieving his or her own happiness in the relationship. This is because many people in society expect other people to give them happiness and in most cases you find that even though in a relationship every person is more concerned about his or her life. Because of this in order to achieve a healthy relationship with your partner you should ensure that you are working towards your happiness as well as his or her happiness. (Harry, 2008)

One thing people should understand while in a relationship is that you are different from the other and every one of you has his own likes and dislikes as well as principles. It is important to make and keep clear agreements on certain issues which concern both of you, before you conclude on something you should first reach a common agreement or plan on the issue at hand and then make a commitment to it. Both of the partners should ensure that they work towards achieving the agreement, it would be difficult for one partner to adhere to the agreement while the other to keep on failing. In such a case it is advisable to leave the relationship since you will keep on quarrelling over simple matters. (Margret 2010)

Common is a very essential tool in success of any partnership not only in a relationship, in order for a relationship to be successful and healthy there should be efficient communication whereby there is free flow of information between the partners. Good communication enables partners in a relationship to understand each other better and also to understand each others point of view in different issues hence creating a common understanding and agreement between the partners. (Margret 2010)

Forgiveness is very important in the society we are in and especially as it concerns relationships, this is because it gives the other person room in the relationship. Forgiveness is a choice one makes of letting go what has been done to you however hurting it may be. You should talk about the issue with your partner and let go whatever thing he or she has done to you; at the same time you should let him or her know that you have forgiven him for the relationship to continue and to regain back happiness. (Harry, 2008)

Harry, Croft. What is a healthy relationship . Web.

Margret, Paul. 10 signs of a healthy relationship. Web.

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Why Communication In Relationships Is So Important

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Ivy Kwong, LMFT, is a psychotherapist specializing in relationships, love and intimacy, trauma and codependency, and AAPI mental health.  

Willie B. Thomas / Getty Images

What Kind of Communicator Are You?

• Why Communication Matters
• Limitations
• Characteristics
• Communication Problems
• Improve Your Communication

When to Get Help

Communication is vital for healthy relationships . Being able to talk openly and honestly with the people in your life allows you to share, learn, respond, and forge lasting bonds. This is a vital part of any relationship, including those with friends and family, but it can be particularly important in romantic relationships. 

At a Glance

While all relationships are different and each one has its own ups and downs, being able to talk to your partner means that you'll be able to share your worries, show support for one another, and work together to handle conflict more effectively.

If the communication in your relationship is lacking, you can strengthen it by being present in your conversations, focusing on your relationship, and really listening to what your partner has to say.

Our fast and free communication styles quiz can help give you some insight into how you interact with others and what it could mean for your interpersonal relationships, both at work and at home.

Benefits of Communication in Relationships

According to Dr. John Gottman, a clinical psychologist and founder of the Gottman Institute, a couple's communication pattern can often predict how successful a relationship will be. Good communication can help enhance your relationship in a variety of ways:

Less Rumination

Communication in relationships can minimize rumination . Instead of stewing over negative feelings, good communication allows people to discuss their concerns and resolve them in a more positive, effective way.

Greater Intimacy

Good communication in relationships also fosters intimacy. Forming a close emotional connection with another person requires a mutual give-and-take when it comes to sharing things about yourself and listening to the other person.

This reciprocal self-disclosure means talking about your experiences, beliefs, values, opinions, and expectations. In order to do this, you both need to possess communication skills that foster this connection and allow it to grow and deepen with time. 

Less Conflict

Communication in relationships reduces and resolves conflict. Every relationship is bound to experience conflict from time to time.

When you are able to talk about your problems in an open and honest way, however, you can resolve arguments and disagreements more readily.

Rather than getting caught up in a cycle of misunderstandings, hurt feelings, and emotional strife, you can address your problems and take steps to improve your relationship .

Communication Doesn't Solve Everything

While the common assumption has long been that if you want to improve your relationship, you should start by improving your communication, some research has suggested that the answer might not be so simple. 

A study published in the Journal of Marriage and Family found that while there is certainly a connection between communication and relationship satisfaction, good communication alone doesn't definitively predict how happy you'll be in your relationships.

Other Factors Play a Role

Other factors—including how much interaction a couple has, the personality characteristics of each partner, and stress—all play a part in determining how satisfied people feel in their relationship.

Another study found that positive communication did not have a strong connection with relationship satisfaction over time. However, couples that reported less negative communication than usual and reported feeling more satisfied with their relationship than they usually did.

So while research suggests that communicating well isn't a guarantee for a happy relationship, there is plenty of research indicating that good communication skills enhance relationships and well-being in a number of ways.

Effective communication is one way to foster a positive, supportive relationship with your partner.

When you actively listen and respond to your partner (and they do the same for you), both of you are more likely to feel valued and cared for. 

For example, one study found that when people feel that their partner values them, they are more likely to sleep better. And ultimately, feeling more valued, positive, and happy in your relationships can have a beneficial impact on your overall well-being. 

Communication is just one part of a good relationship. Research suggests that people who are happy in their relationships are more likely to communicate well with one another. 

Signs of Great Communication in Relationships

So what do experts mean when they talk about "good communication?" Are you and your partner both on the same page or are there signs that might indicate a problem in how you relate to one another? 

First, it is important to think about what we mean by communication. On the surface, it involves the words that people use to convey information to one another.

But it can also involve other ways of transmitting information including tone of voice, body language , and other forms of nonverbal communication . In many cases, what you don’t say can mean just as much if not more than what you do say.

Some of the hallmarks of effective communication in relationships include:

• Active listening : Active listening involves being engaged in the conversation, listening attentively, and reflecting back on what people have said. It also involves asking for clarification when needed and avoiding making judgments. 
• Not personalizing issues : When communicating in relationships, people who are good at it avoid personalizing their partner's actions. Instead, they focus on the situation and how things can be resolved.
• Using "I feel" statements : I-statements can be helpful in interpersonal conflicts. Instead of saying, "You never clean up after yourself," try using an I-statement like, "I feel uncomfortable when there is clutter accumulating around the house."
• Kindness : Kindness is important because it makes people feel cared for and understood.
• Being present : When talking with your partner, it is important to be fully present in the moment . Getting distracted by outside sources–including electronic distractions such as your phone–can lead to a lack of communication and a poor connection.
• Showing acceptance : Healthy communication is about accepting and validating the other person , even if you might not agree with them. When you communicate well with your partner, you’re able to recognize that people have a right to feel their feelings even if those emotions and reactions are different from your own.

Communicating well in relationships involves actively listening, avoiding judgments, and practicing kindness instead of trying to win the argument.

Signs of Poor Communication in Relationships

Some signs that your relationship is being negatively affected by communication problems include:

• Assuming that you know what your partner thinks or feels
• Constantly criticizing one another
• Engaging in passive-aggressive behaviors
• Feeling like you can't really talk to your partner
• Getting defensive when your partner tries to talk to you
• Giving each other the silent treatment
• Having the same arguments over and over without reaching a resolution
• Refusing to compromise or listen to the other person's perspective
• Stonewalling in order to avoid problems or conversations

It is also important to learn to recognize some of the more subtle signs of poor communication. This can include avoiding arguments for the sake of keeping the peace.

If you never disagree, it means that one of you is hiding what you really feel or think just to avoid a fight. This deprives you both of experiencing authentic, open, and honest discussions.

Withholding issues can be another common communication problem in relationships. Instead of having tough conversations with your partner, you might avoid the issue and then end up dumping all of your anger, irritation, worries, or problems on the other people in your life. 

For example, when you don’t tell your partner you are upset, you might end up ranting to your friend about your frustrations. While this might provide you with an emotional outlet, it doesn’t do anything to resolve the problem. And it might result in passive-aggressive actions designed to "punish" your partner for not being able to read your mind.

Criticisms, defensiveness, silence, and feeling misunderstood are just a few signs of communication problems in a relationship. And a lack of arguing isn't necessarily a sign that you're communicating well. Instead, it may mean you are holding back in order to avoid conflict.

5 Ways to Improve Communication in Relationships

If you think that poor communication is having a negative impact on your relationship, there are strategies that can help you improve your connection.

Consider Your Attachment Style

Think about how your attachment style might affect your communication patterns. Attachment styles are your characteristic patterns of behavior in relationships. Your early attachment style, which emerges in childhood based on relationships with caregivers, can continue to affect how you behave and respond in adult romantic relationships.

If you have an insecure attachment style , you may be more likely to engage in communication patterns that can be seen as anxious or avoidant. Recognizing how your attachment style affects how you interact with your partner (and how your partner's style affects how they interact with you) can give you clues into what you might need to work on.

If you or your partner have an insecure attachment style, it can have an impact on how you communicate and interact with your partner. Knowing your style and being aware of how it may manifest as anxious or avoidant behavior can help you find ways to overcome less effective communication patterns.

Be Fully Present

In order to make sure that both of you are listening and understanding, minimize distractions and focus on being fully present when you are communicating. This might involve setting aside time each day to really focus on one another and talk about the events of the day and any concerns you may have. 

Limiting your device use at certain times of day, such as during meals or at bedtime, can be a great way to focus on your partner without having your attention pulled in different directions.

Use "I" Statements

Sometimes the way that you talk to each other can play a major role in communication problems. If you are both focusing on arguing facts without talking about feelings, arguments can quickly turn into debates over who is "right" or who gets the last word.

Examples of "I" Statements

"I" statements are focused on what you are feeling instead of your partner’s behavior. For example, instead of saying, "You are never on time," you might say "I get worried when you don’t arrive on time."

Using this type of statement can help conversations seem less accusatory or blaming and instead help you and your partner focus on the emotions behind some of the issues you are concerned about.

Avoid Negative Communication Patterns

When you are tempted to engage in behavior like ignoring your partner, using passive-aggressive actions, or yelling, consider how your actions will negatively affect your relationship.

It isn’t always easy to change these patterns, since many of them formed in childhood, but becoming more aware of them can help you start to replace these destructive behaviors with healthier, more positive habits.

Focus on Your Relationship

While good communication is important, research suggests that it is just one of many factors that impact the success, duration, and satisfaction in relationships. 

In fact, research seems to suggest that your satisfaction with your relationship might predict how well you and your partner communicate.

The more satisfied people are in their relationship, the more likely they are to openly talk about their thoughts, feelings, concerns, and problems with one another.

If you want to improve your communication, focusing on improving your relationship overall can play an important role.

There are many steps you can take to improve the communication in your relationship on your own, but there may be times that you feel like professional help might be needed. Couples therapy can be a great way to address communication problems that might be holding your relationship back. 

A therapist can help identify unhelpful communication patterns, develop new coping techniques, and practice talking to one another in more effective ways. They can also address any underlying resentments or other mental health issues that might be having a detrimental impact on your relationship.

Keep in Mind

Effective communication in a relationship allows people to tell other people what they need and to respond to what their partner needs. It allows people to feel understood, validated, and connected to another person. 

Always remember that the goal of communicating is to understand one another. It isn't about sweeping problems under the rug in order to prevent all conflict. Instead, focus on listening to understand and responding with empathy and care. If you and your partner are struggling with communication issues, consider talking to a therapist for advice and tips on how to cope.

Gottman J, Silver N. The Seven Principles for Making Marriage Work . New York, NY: Crown Publishers; 1999.

Lavner JA, Karney BR, Bradbury TN. Does couples’ communication predict marital satisfaction, or does marital satisfaction predict communication?: couple communication and marital satisfaction . Journal of Marriage and Family . 2016;78(3):680-694. doi:10.1111/jomf.12301

Johnson MD, Lavner JA, Mund M, et al. Within-couple associations between communication and relationship satisfaction over time .  Pers Soc Psychol Bull . 2022;48(4):534-549. doi:10.1177/01461672211016920

Selcuk E, Stanton SCE, Slatcher RB, Ong AD. Perceived partner responsiveness predicts better sleep quality through lower anxiety . Social Psychological and Personality Science . 2017;8(1):83-92. doi:10.1177/1948550616662128

Rogers SL, Howieson J, Neame C. I understand you feel that way, but I feel this way: the benefits of I-language and communicating perspective during conflict .  PeerJ . 2018;6:e4831. doi:10.7717/peerj.4831

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Developing a Thesis Statement

Many papers you write require developing a thesis statement. In this section you’ll learn what a thesis statement is and how to write one.

Keep in mind that not all papers require thesis statements . If in doubt, please consult your instructor for assistance.

What is a thesis statement?

A thesis statement . . .

• Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.
• Makes a promise to the reader about the scope, purpose, and direction of your paper.
• Is focused and specific enough to be “proven” within the boundaries of your paper.
• Is generally located near the end of the introduction ; sometimes, in a long paper, the thesis will be expressed in several sentences or in an entire paragraph.
• Identifies the relationships between the pieces of evidence that you are using to support your argument.

Not all papers require thesis statements! Ask your instructor if you’re in doubt whether you need one.

Identify a topic

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper.

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts, generate a topic from an assignment.

Below are some possible topics based on sample assignments.

Sample assignment 1

Analyze Spain’s neutrality in World War II.

Identified topic

Franco’s role in the diplomatic relationships between the Allies and the Axis

This topic avoids generalities such as “Spain” and “World War II,” addressing instead on Franco’s role (a specific aspect of “Spain”) and the diplomatic relations between the Allies and Axis (a specific aspect of World War II).

Sample assignment 2

Analyze one of Homer’s epic similes in the Iliad.

The relationship between the portrayal of warfare and the epic simile about Simoisius at 4.547-64.

This topic focuses on a single simile and relates it to a single aspect of the Iliad ( warfare being a major theme in that work).

Developing a Thesis Statement–Additional information

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You’ll want to read your assignment carefully, looking for key terms that you can use to focus your topic.

Sample assignment: Analyze Spain’s neutrality in World War II Key terms: analyze, Spain’s neutrality, World War II

After you’ve identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. Obviously, the more material or knowledge you have, the more possibilities will be available for a strong argument. For the sample assignment above, you’ll want to look at books and articles on World War II in general, and Spain’s neutrality in particular.

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you’ve learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfull the assignment requirements.

For the sample assignment above, both Spain’s neutrality and World War II are topics far too broad to explore in a paper. You may instead decide to focus on Franco’s role in the diplomatic relationships between the Allies and the Axis , which narrows down what aspects of Spain’s neutrality and World War II you want to discuss, as well as establishes a specific link between those two aspects.

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e., “eating disorders and body image among adolescent women”) or that simply are not important (i.e. “why I like ice cream”). These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic.

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Derive a main point from topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the “controlling idea,” becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this “controlling idea” into a purpose statement about what you intend to do in your paper.

Look for patterns in your evidence

Compose a purpose statement.

Consult the examples below for suggestions on how to look for patterns in your evidence and construct a purpose statement.

• Franco first tried to negotiate with the Axis
• Franco turned to the Allies when he couldn’t get some concessions that he wanted from the Axis

Possible conclusion:

Spain’s neutrality in WWII occurred for an entirely personal reason: Franco’s desire to preserve his own (and Spain’s) power.

Purpose statement

This paper will analyze Franco’s diplomacy during World War II to see how it contributed to Spain’s neutrality.

• The simile compares Simoisius to a tree, which is a peaceful, natural image.
• The tree in the simile is chopped down to make wheels for a chariot, which is an object used in warfare.

At first, the simile seems to take the reader away from the world of warfare, but we end up back in that world by the end.

This paper will analyze the way the simile about Simoisius at 4.547-64 moves in and out of the world of warfare.

Derive purpose statement from topic

To find out what your “controlling idea” is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favor one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another.

For instance, you might find out that Franco first tried to negotiate with the Axis, but when he couldn’t get some concessions that he wanted from them, he turned to the Allies. As you read more about Franco’s decisions, you may conclude that Spain’s neutrality in WWII occurred for an entirely personal reason: his desire to preserve his own (and Spain’s) power. Based on this conclusion, you can then write a trial thesis statement to help you decide what material belongs in your paper.

Sometimes you won’t be able to find a focus or identify your “spin” or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself going. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . Thus, you might begin with something like this:

• This paper will look at modern language to see if it reflects male dominance or female oppression.
• I plan to analyze anger and derision in offensive language to see if they represent a challenge of society’s authority.

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking.

As you work on your thesis, remember to keep the rest of your paper in mind at all times. Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic.

Compose a draft thesis statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques in the table below may help you develop a temporary or “working” thesis statement.

Begin with a purpose statement that you will later turn into a thesis statement.

Assignment: Discuss the history of the Reform Party and explain its influence on the 1990 presidential and Congressional election.

Purpose Statement: This paper briefly sketches the history of the grassroots, conservative, Perot-led Reform Party and analyzes how it influenced the economic and social ideologies of the two mainstream parties.

Question-to-Assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Assignment : What do Aylmer and Rappaccini have to be proud of? Why aren’t they satisfied with these things? How does pride, as demonstrated in “The Birthmark” and “Rappaccini’s Daughter,” lead to unexpected problems?

Beginning thesis statement: Alymer and Rappaccinni are proud of their great knowledge; however, they are also very greedy and are driven to use their knowledge to alter some aspect of nature as a test of their ability. Evil results when they try to “play God.”

Write a sentence that summarizes the main idea of the essay you plan to write.

Main idea: The reason some toys succeed in the market is that they appeal to the consumers’ sense of the ridiculous and their basic desire to laugh at themselves.

Make a list of the ideas that you want to include; consider the ideas and try to group them.

• nature = peaceful
• war matériel = violent (competes with 1?)
• need for time and space to mourn the dead
• war is inescapable (competes with 3?)

Use a formula to arrive at a working thesis statement (you will revise this later).

• although most readers of _______ have argued that _______, closer examination shows that _______.
• _______ uses _______ and _____ to prove that ________.
• phenomenon x is a result of the combination of __________, __________, and _________.

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they’re not yet the specific, argumentative thesis you want for the final version of your paper. In fact, in its first stages, a thesis statement usually is ill-formed or rough and serves only as a planning tool.

As you write, you may discover evidence that does not fit your temporary or “working” thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use.

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. Or you may have to revise your thesis to match the evidence and insights that you want to discuss. Read your draft carefully, noting the conclusions you have drawn and the major ideas which support or prove those conclusions. These will be the elements of your final thesis statement.

Sometimes you will not be able to identify these elements in your early drafts, but as you consider how your argument is developing and how your evidence supports your main idea, ask yourself, “ What is the main point that I want to prove/discuss? ” and “ How will I convince the reader that this is true? ” When you can answer these questions, then you can begin to refine the thesis statement.

Refine and polish the thesis statement

To get to your final thesis, you’ll need to refine your draft thesis so that it’s specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

Consult the example below for suggestions on how to refine your draft thesis statement.

Sample Assignment

Choose an activity and define it as a symbol of American culture. Your essay should cause the reader to think critically about the society which produces and enjoys that activity.

• Ask The phenomenon of drive-in facilities is an interesting symbol of american culture, and these facilities demonstrate significant characteristics of our society.This statement does not fulfill the assignment because it does not require the reader to think critically about society.

Drive-ins are an interesting symbol of American culture because they represent Americans’ significant creativity and business ingenuity.

Among the types of drive-in facilities familiar during the twentieth century, drive-in movie theaters best represent American creativity, not merely because they were the forerunner of later drive-ins and drive-throughs, but because of their impact on our culture: they changed our relationship to the automobile, changed the way people experienced movies, and changed movie-going into a family activity.

While drive-in facilities such as those at fast-food establishments, banks, pharmacies, and dry cleaners symbolize America’s economic ingenuity, they also have affected our personal standards.

While drive-in facilities such as those at fast- food restaurants, banks, pharmacies, and dry cleaners symbolize (1) Americans’ business ingenuity, they also have contributed (2) to an increasing homogenization of our culture, (3) a willingness to depersonalize relationships with others, and (4) a tendency to sacrifice quality for convenience.

This statement is now specific and fulfills all parts of the assignment. This version, like any good thesis, is not self-evident; its points, 1-4, will have to be proven with evidence in the body of the paper. The numbers in this statement indicate the order in which the points will be presented. Depending on the length of the paper, there could be one paragraph for each numbered item or there could be blocks of paragraph for even pages for each one.

Complete the final thesis statement

The bottom line.

As you move through the process of crafting a thesis, you’ll need to remember four things:

• Context matters! Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process described in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise, focused, and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument.
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers.

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper’s purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track–well able to understand and appreciate your argument.

Writing Process and Structure

This is an accordion element with a series of buttons that open and close related content panels.

Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for

Creating an Argument

Thesis vs. Purpose Statements

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Generating Ideas for Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

• Open access
• Published: 13 December 2022

Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education

• Simon Benham-Clarke   ORCID: orcid.org/0000-0002-6053-9804 1 , 2 ,
• Jan Ewing   ORCID: orcid.org/0000-0002-1420-1116 3 ,
• Anne Barlow   ORCID: orcid.org/0000-0001-7628-4589 2 &
• Tamsin Newlove-Delgado   ORCID: orcid.org/0000-0002-5192-3724 2  

BMC Public Health volume  22 , Article number:  2332 ( 2022 ) Cite this article

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Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on Relationship Education in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP). This Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education.

We conducted focus groups with YP ( n  = 4) and interviews with relationship professionals ( n  = 10). The data was then thematically analysed.

Themes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of Relationship Education in schools’.

Conclusions

YP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved Relationship Education support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of Relationship Education programmes with a range of stakeholders.

Peer Review reports

Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, well-being and happiness [ 1 ]. ‘A ‘distressed’ relationship is one with a severe level of relationship problems, which has a clinically significant negative impact on their partner’s wellbeing. Those in ‘distressed’ relationships report regularly considering separation/divorce, quarrelling, regretting being in their relationship, being unhappy in their relationship, for example’ [ 2 ]. A growing evidence base shows that distress in relationships is associated with public health priorities such as alcohol misuse, obesity, mental health problems, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors [ 3 , 4 , 5 ]. For young people (YP), there is evidence of a significant link between well-being and romantic relationships, suggesting that these relationships (when healthy) can positively influence self-concept, social integration and social support [ 6 ]. However, research indicates that some early romantic relationships can act as stressors regardless of their nature, whilst YP are negotiating other developmental tasks. For example, Olson and Crosnow’s longitudinal analysis [ 7 ] suggested that adolescent romantic relationships are associated with increased depressive symptomatology, particularly for girls.

The term ‘relationship’ has been defined as an enduring association between two persons [ 8 ]. The terms ‘healthy’ or ‘quality’ relationships have been described, defined and measured in various ways. They are ‘complex and ambiguous constructs’ with factors varying for each type of relationship [ 9 ]. Attempts to reach a definition tend to focus on interaction and positive and negative relationship characteristics and behaviours such as the existence or absence of caregiving, respect, support, emotional regulation, and the ability to learn from experience [ 10 , 11 ]. It has been theorised that early intervention and the development of these relationship skills in YP may allow them to negotiate early romantic relationships better as well as improve the quality and/or health of adult relationships, normalise help-seeking behaviour and prevent or manage relationship breakdown [ 12 , 13 ]. In their 2014 Manifesto, the Relationships Alliance Footnote 1 called upon The Department for Education (DfE) “to develop standards for those delivering RSE (Relationship and Sex Education) and set an expectation that schools recognise that developing relational capability is an important function of education and a child’s future” [ 14 ]. Relational capability refers to the capacity to form and maintain safe, stable, and nurturing relationships [ 15 ].

In 2019, DfE published statutory guidance in England on Relationship and Sex Education (RSE) [ 16 ], following the passing of the Children and Social Work Act 2017 [ 17 ]. The new Act stipulates Footnote 2 that pupils should learn about safety in forming and maintaining relationships; the characteristics of ‘healthy’ relationships and how relationships may affect physical and mental health and well-being. However, schools have been largely left to work out how to deliver this sensitive area of education, with little practical content guidance to date [ 18 ]. Skills for ‘healthy’ romantic relationships have also been relatively neglected both in research and practice. There are several programmes developed for YP that teach about relationships, but those that currently exist are mainly from the US, and generally focussed on sexual health or relationship violence [ 19 , 20 ]. Similarly, research with YP on their perspectives of RSE mostly focus on their views on sex education [ 21 ]. Therefore, despite the increased emphasis on delivering RSE in schools, Footnote 3 little is known about how YP view this aspect of the curriculum, or what outcomes they feel it should deliver. This is an important gap to fill to engage YP with the curriculum, and to lay the groundwork for the design, adaptation and evaluation of healthy relationship programmes. Patient and Public Involvement (PPI) work conducted in a prior project [ 22 ] by some of the authors demonstrated a great appetite in YP to learn more about relationships.

Our Beacon project, funded by The Wellcome Centre for the Cultures and Environments of Health, is focussed on ‘Transforming relationships and relationship transitions with and for the next generation’ in two strands (Healthy Relationship Education (HeaRE) and Healthy Relationship Transitions (HeaRT)). As part of the project, we conducted qualitative interviews and focus groups with young people and relationship professionals, with the aims of exploring their perspectives on relationships and relationship education. This paper presents and integrates the findings of these studies, to inform the development of future Relationship Education.

Recruitment

YP were recruited from a convenience sample of community groups and schools in South-West England, across urban, suburban and rural settings. Young people were contacted through school and youth group leaders, who made the first approach to participants. YP consented for themselves if aged 16 and over; for under 16 s, both parent and young person consent was sought. The YP formed four focus groups with a total of 24 participants. The two focus groups conducted in schools were with Years 9 and 10 pupils (aged 14 to 16 years). Following PPI consultation, these were set up separately for boys and girls; one group with eight girls and one with seven boys. The community group focus groups included young people aged between 14 and 18 and had one group with four boys and one with two boys and three girls.

A purposive sampling strategy was used to recruit the relationship professionals, seeking out key people who are likely to provide rich sources of information or data [ 22 ]. Here, ten nationally based relationship professionals (three men and seven women) were purposively sampled for their recognised expertise in the field of romantic relationships either through their research interests or because they were psychotherapists or counsellors. All had a minimum of 15 years of experience in their chosen field, and most had many more. Consent in writing or by audio recording was obtained before the interview.

Focus groups with YP were used due to their suitability for exploring ideas within their social context [ 23 , 24 ]. The topic guides were developed and refined through accompanying consultations with YP in our Youth Panel PPI sessions. Content included questions and prompts around views on relationships, experiences of Relationship Education, and what YP wanted to get from participating in Relationship Education. The first two focus groups were conducted face-to-face in February 2020. Due to COVID-19, the procedure had to be adapted for the latter two, which were conducted on Microsoft Teams in the summer of 2020. The focus groups were audio-recorded and conducted by TND and SBC with each lasting approximately an hour.

Semi-structured telephone interviews were conducted with the relationship professionals by JE. An interview schedule for the relationship professionals was devised, piloted and refined in team discussions. The topics relevant to this paper were the views of the relationship professionals on what constituted an enduring, mutually satisfying intimate partner relationship, how older children can learn the skills needed to identify healthy and unhealthy relationships and the role, content and delivery of Relationship Education. The interviews were conducted by telephone since there are no significant differences between telephone and face-to-face interview data [ 25 ] and given COVID-19 restrictions at the time. The duration of each interview was 64 min on average.

The focus groups with YP and the interviews with professionals were analysed separately rather than in combination, as interview schedules and formats were different for both. Transcription was conducted by an approved University service. NVivo 12 was used to manage the data, analysed using the thematic approach described by Braun and Clark [ 26 ]. In both datasets, a second author coded the first transcripts. Variations between coders were discussed by the team. Themes were developed separately for the YP and the relationship professionals; in this paper we present and compare these themes, identifying difference and similarities in the Discussion section.

Ethical approval

Ethical approval was gained from the University of Exeter Medicine School (UEMS) Research Ethics Committee (reference: Jun20/D/229∆1) for the research with YP and the University of Exeter College of Social Sciences and International Studies Research Ethics Committee for research involving relationship professionals (reference: 201,920–017).

The ethical approach we took is based on the successful and tested approach used by the Shackleton Project (UEMS ethics number 201617–018). We developed a protocol, agreed with teachers and community group leaders, for actions to be taken should a participant appear distressed, wish to withdraw, or should concerns be raised. We were highly aware that this could be a sensitive area, and emphasised to participants that they could withdraw at any point, as well as ensuring that they were aware of sources of support, and of confidential ways to contact the researchers, teachers, or community group leaders (e.g. through private chat on Teams) if they needed to. Researchers were alert throughout the groups for verbal and non-verbal signs that YP might wish to leave or take a break from the discussions, and strategic pauses or break points were included to facilitate this. The researchers were both experienced and well placed to conduct the focus groups with YP. The topics discussed with YP were framed to young people as being around ‘healthy relationships’ and existing RSE guidance. Our approach throughout the research was to engage young people in helping us to understand how Relationship Education could be improved for all YP in general. We used and explained Chatham House Rules to participants but were aware that this is not sufficient as the only measure. Therefore, we used appropriate distancing techniques, discouraging and steering conversations away from personal disclosures as needed and framing questions accordingly, for example, ‘what should young people get out of Relationship Education? We developed a protocol, agreed with teachers and community group leaders, for actions to be taken should a participant appear distressed, wish to withdraw, or should concerns be raised.

All names referred to below are pseudonyms.

• Young people

‘Good’ and ‘bad’ relationships

When asking what was meant by relationships YP appeared to be most comfortable and forthcoming in discussing relationships using dichotomous terms. Typically, relationships were categorised as positive or negative, such as good, bad, right, wrong, comfortable, uncomfortable, successful, unsuccessful, healthy and unhealthy. There was also a frequently expressed concept of ‘normal’ versus ‘abnormal’ relationships, which linked to a desire to be taught how to have a ‘normal relationship’, although few participants challenged this.

’Like there are bad sides of a relationship, there’s the good side of the relationship’. (Male) ’I don’t think I was ever taught in school about what a normal relationship is or how a relationship works’. (Male) ‘… I don’t want to be too forceful in this cookie-cutter idea of what good and bad relationships are, ... people are free to do what they want’. (Female)

YP attempted to define the qualities involved in ‘healthy’ or ‘normal’ relationships differently. Trust, respect and having common ground were often mentioned. Communication was also seen as being crucial, which linked to handling conflict the ‘right’ way. They also recognised that these qualities were involved in the different stages of relationships.

‘Well, I think a lot about healthy relationships in general is to do with communication. And starting a relationship and establishing what you want from the relationship is very important, and the same with finishing a relationship and saying to someone “I’m not happy with this because of this, this and this … . So, I think all of those stages really are about communication’. (Female)

Some YP introduced different sources of influence on relationships. They attributed importance to the role of upbringing and parental models. Again, ‘normality’ in relationships was present as a concept.

‘I think our parents are our closest role models really’. (Male) ‘ if you’ve been brought up in a domestic violence place or household, you’re never going to know until you grow up “Oh, that’s not okay, that’s not a normal thing ’. (Male)

In response to a question about how Relationship Education might help young people in different stages of their lives others commented on the influence of fairy tales, and Disney in particular; this was linked most strongly to gender roles and expectations in relationships.

‘I think it actually does create this toxic image to some degree… it’s very much the female is feeble, and she must be saved by the male, and it kind of creates a toxic masculinity’. (Female) ’It’s embedded into our heads that it’s always Prince Charming and it’s always the prince and the princess … you don’t understand it until you actually get to it, and that’s when you realise that it’s not like Disney movies or anything ...’. (Female).

Participants recognised that these ‘bad’ relationships early in life could have long-lasting impacts, including on mental health. This extended to the relationships between parents and children.

‘I’ve got so many friends who have fallen down mental health spirals due to bad relationships’. (Female) “Some parents, because they had such a rough childhood, treat their children the same thinking that it is the right way’. (Female).

Learning about relationships

There was a general feeling from many participants that Relationship Education would have a range of benefits for YP, across different kinds of relationships. Communication and conflict were critical areas where participants felt that there were skills, or ways of coping or doing things that they could learn.

’how to communicate effectively with our peers and partners, family members’. (Female) ’ [I would like to learn] Probably how to defuse an argument, … instead of having to shout at each other and maybe possibly break stuff and maybe even harm each other, and you can talk about it responsibly’. (Male)

Some of the desired outcomes involved learning how to manage different stages in relationships; for example, how to sustain happy relationships, and how to end relationships that could not be sustained, and cope with the aftermath. There was also a sense that they were sometimes taught about ‘red flags’ (signs that relationships are unhealthy), but not how then to end the relationships.

’ the basic foundations of relationships, like how to keep it running, happy…’. (Male) ’if you’ve tried to maintain them but it… keeps happening, you just need to know how to end it nicely’. (Male) ’It is all well knowing the signs, but if you don’t know how to get out of an unhealthy relationship what is the point of knowing that it is unhealthy?’ (Female)

Some participants felt that focussing on relationships with themselves as a first step would have greater long-term benefits and could help YP avoid abusive relationships. One participant had their own experience of where they felt Relationship Education had an impact on their well-being but thought it would have been more beneficial if taught sooner.

’… that is a big thing for people our age more – accepting themselves rather than being in a relationship with other people. Their mental health more than other people’. (Female). ’ it has made me be more… conscious of my relationships and friendships, and I’m able to see which ones are bad and been able to cut off bad relationships…my mental health would be better now if that education had happened earlier’. (Female)

Some YP were thinking about how relationships might be challenged after leaving school or relocating, and how Relationship Education might prepare them for that, whilst others thought further ahead to when they might have families, and the potential impacts of Relationship Education in the longer term.

‘[after relationship education] If they were a parent, they would know how to treat their children and instead of the way their parents treated them, treat them a different way’. (Female)

The role of schools

YP saw schools as offering a neutral setting in which Relationship Education can be taught free from the potential influences and biases. This was thought to be critical, particularly for those who might have more challenging backgrounds, however a desire was expressed for a greater focus in schools on how relationships ‘work’ rather than on sex education.

‘people need to be taught about relationships in quite an unbiased environment, and school is the most likely place that’s going to happen’. (Female) ‘[Relationship lessons have] been very clinical. It’s not really teaching you anything to do with how the relationship works … For me, it’s just been the clinical side of sex, basically’. (Male)

In terms of how Relationship Education should be taught, YP emphasised the need to build on earlier learning and to revisit important content. Participants also felt that talking about family and peer relationships should come first, building up to later discussions about romantic relationships in later years at school, with some highlighting links between patterns of relationship behaviour.

’ I think they need to talk about our family relationships before they talk about future ones that we will have’. (Female) ’even in primary school, you have friendships and stuff. And if you’re getting bullied, you might not necessarily realise the way that they’re using you and being mean to you. And if you get used to that from a young age … it’s very hard to get out of that pattern of ending up with people who aren’t necessarily a good influence on you’. (Male)

Some YP were concerned about whether education about romantic relationships could put YP under pressure if it were too early, but others felt this could leave young people open to abuse.

‘… you can’t teach them too much at a young age, otherwise they’ll feel like there’s a lot of pressure on them when it comes to relationships’. (Male) ‘the younger ages are the most susceptible to abuse… because you don’t have the knowledge’. (Female) .

Beyond relationship education lessons

Discussions about teaching in school led to several YP voicing reservations about the limits of what Relationship Education could do, and acknowledgements of the complexity of whether relationships can be ‘taught’ at all.

‘I think first and foremost, it’s the role of the parents to teach about relationships. And I think all the school can really do is build on that’. (Male) ‘…to teach it, the first thing that you need to do as a teacher would be acknowledge that it isn’t necessarily something that can just be taught, and it’s more complicated than that ’. (Female)

There was a feeling amongst participants that schools could improve relationship outcomes for YP in other ways beyond the Relationship Education lesson, such as having someone to talk to, in person and in private. Others wanted signposting and information about sources of help outside the school setting.

‘I think it’s important, especially with young people, to have someone to speak to…Maybe a counsellor or something’. (Female) ‘it needs to offer information of places where people who might be in unhealthy relationships can go’. (Female)

YP felt help was needed beyond RSE especially when a relationship was ending, in terms of specialist and peer support, and some even made the case for access to ‘experts’ for relationship breakdown related problems.

‘it’s hard to teach people about how to deal with a break-up…But that’s why I think people who are experts on relationships should probably be better at it’. (Male)

Results- relationship professionals

Theme 1 – qualities of healthy relationships.

The quality of a healthy relationship most frequently cited by the relationship professionals was communicating well. As Rosemary Allen put it.

’the ability to be able to express what you think, what you need and to be able to hear the other person… being able to… adapt language so that you are using the tone and the quality and the vocabulary that gets across what you need to say and being sure that it is understood’.

Secondly, an ability to adapt was thought to be critical, and this required the couple to be flexible – sufficiently flexible to learn from one another but also to adapt to life’s transitions such as having a baby or children leaving home, which Alexander Ingles said depended on a.

‘ flexibility of internal world. It's about whether one is potentially available for development throughout life’.

The skills needed to adapt can be learned, and some potentially ‘unpromising’ relationships can flourish provided one person in the couple is sufficiently skilled and flexible at the outset. The relationship professionals agreed that couples who have the degree of flexibility required, such that their relationships thrive over time, tend to be ‘developmental’ in outlook that is, they expect to have to work at their relationship. As Kay Eagles explained.

‘… not giving up… you have to work at relationships, they don't just happen… people change as they get older and relationships change, and the nature of relationships change all the time… the… falling in love bit is very much just… the glossy part at the beginning but doesn't necessarily give you the skills for a long, healthy relationship’.

Fun and friendship were viewed as a necessity by many relationship professionals, not least because this gave a bedrock to come back to if couples begin to drift apart. Alongside this need to prioritise the relationship was a recognition of the need to maintain a sense of self. One of the relationship professionals described this concern for the self and the other as ‘ like a dance’ . As Jacob Beardsley put it, what is critical is.

’the importance of looking after yourself in a relationship, thinking about yourself as a separate person as well as nourishing and caring for the relationship’.

The relationship professionals distinguished the skills needed to initiate a healthy relationship and those needed to sustain it. The former included having: realistic expectations, a sense of self-worth, sufficient self-awareness to judge compatibility, well-developed communication skills and an ability to give and receive support within the relationship. The latter also included good communication skills as well as empathy, flexibility, likeability, commitment, respect, altruism, reciprocity and, in particular, resilience.

Theme 2—learning to relate

As might be expected, the relationship professionals spoke at length about the importance of good early caregiving in building the capacities of YP to form and maintain healthy relationships of their own. Positive early care, usually from parents, and the witnessing of a healthy, well-functioning relationship between parents was described variously as ‘ the building blocks’ (Margot Hendon),’ the architecture’ (Clara Farley) or’ the template’ (Fran Clarkson) for YP to learn relationship skills. The relationship professionals emphasised that a poor beginning did not mean that YP were doomed to make poor relationship choices or find maintaining relationships impossible. For some, positive other role models, grandparents or a teacher, might.

‘mediate some of those original depravations’. (Alexander Ingle).

For others, counselling (preferably at a young age) was said to help YP gain skills that are not being modelled in the home or help YP understand that their parents’ behaviour is unhealthy.

Whilst a minority thought there was a place for peer mentoring and learning from one's peers more generally, several relationship professionals expressed concerns at the calibre of the training given to peer mentoring, the misinformation that peers can impart and the potential lack of objectivity of one’s peers.

Several relationship professionals spoke of the changes that would be needed at a macro level to cultivate an environment that.

‘enables, or even supports individuals to establish and nurture relationships’. (Margot Hendon).

Theme 3 – teaching about relationships in schools

While young people’s families were seen as the primary source of learning about healthy relationships, there was clear support for schools’ role to augment this. Relationship professionals thought that there were key transition moments in life, getting married or having a baby, where people are receptive to learning relationship skills, but that schools had a critical role in teaching and embedding critical skills around initiating and maintaining a healthy relationship.

There was strong support for Relationship Education to start early, preferably in primary schools, exploring what a healthy friendship and relating well to others looks like before moving onto romantic relationships, which would give YP vital life skills. Starting early, in primary schools and with counselling support where needed, was thought to be particularly important for YP whose parents were locked in conflict.

’ Modules that stress good relating from the very beginning … Once you get [skills to relate well to others] in your fold, and once you have got your template for good relating, it doesn't matter whether it's love relationships or with your teacher or with your friends or with anyone ’. (Rosemary Allen) ’ it is harder to unpick some of those really entrenched beliefs around relationships and things the longer it goes on ’ (Shelley Jackson)

Regarding content for a Relationship Education curriculum, teaching skills such as relating, communication, empathy, respect, conflict resolution and repair and ending relationships kindly and safely were highlighted. There was general agreement that these skills were teachable and that YP needed opportunities to rehearse using these skills to help them to recognise, for example, key turning points in interactions which leads some to end positively and others not. Therefore, there was strong support from the relationship professionals for RSE to be interactive and participatory, giving YP the opportunity to learn and try out vital communication skills in RSE by practising listening and mirroring what is heard in a non-conflict discussion.

’ [engaging] with an interaction that they can see somebody else having and they can then have input into trying to understand why the interaction went in the direction it went and how it might have gone differently and had different endings is… powerful’ . (Margot Hendon)

Regarding delivery of the teaching, Clara Farley felt that if Relationship Education lessons were to take place within schools, they needed to be ’ brilliantly led’ with ’ vivid and interesting materials’ , but she felt that schools did not have such material available to them. Others expressed reservations at asking teachers who may be experiencing difficulties in their own relationship to be responsible for Relationship Education in school. Another favoured external specialists to deliver Relationship Education, which was suggested as having added benefits.

’young people are more likely to explore things, open up and be honest with someone that they perhaps haven't seen before, might not see again or see now and again around school. They will be more likely to share and explore their own thoughts than if they were with their own form teacher doing those things’. (Shelly Jackson)

The relationship professionals were also in agreement that the emphasis of Relationship Education should be on teaching about healthy relationships in an inclusive way, which assists those in relationships that may be unhealthy because it allows them to reflect on differences.

’ [Relationships] come in all different shapes and sizes and sexual orientation and everything else, but nevertheless I think that it is possible to talk about at least, explore what a healthy relationship looks like in its many different forms ’. (Jacob Beardsley)

Several relationship professionals spoke of the need for excellent pastoral care and counselling within schools for YP with particular issues around relationships. Kay Eagles felt that Relationship Education should not just be limited to intimate relationships but relationships more widely to include components of respect, valuing and caring for others. Echoing the views of others, Alexander Ingles stressed the need for the ethos of the school to complement the messages within Relationship Education which should encourage YP to ask questions, with support readily available within schools.

‘[Relationship Education] can only work if it's in the context of a good school in a broad sense’. (Alexander Ingles)

Four main themes were presented from our focus groups with YP. The first, ‘Good and bad relationships’, presents YP’s views on romantic relationships, and the influences they recognised from parents and culture. The second, ‘Learning about relationships’, explores participant’s views of the benefits of Relationship Education and the skills they want to develop.

The third theme, ‘the role of schools’, is about experiences of Relationship Education teaching in the school setting and how and when this should be taught. The final theme of ‘Beyond Relationship Education’ focuses on some of the limitations of teaching relationships, and YP’s needs for support beyond the classroom. From the interviews with relationship professionals, we identified three relevant themes: what they viewed as the essential qualities of healthy relationships; how YP learn to relate (primarily through observing the parental role model) and the role that Relationship Education in schools might have in teaching YP how to instigate and maintain a healthy relationship. Many of the views of YP and relationship professionals were similar, but there were areas of contrast and variations in emphasis. Below, we discuss some of the key findings, drawing out implications for public health and education policy and practice.

YP and relationship professionals clearly recognised the importance of building relational capability. Relationship professionals emphasised the need for a developmental approach, which viewed relationships as requiring work rather than a more fatalistic view that relationships are either ‘good’ or ‘bad’ and that their trajectory is determined accordingly. An emphasis in Relationship Education on managing expectations, stressing that ‘good’ relationships do not just happen, as the relationship professionals advocated, would possibly counteract the “Disneyfied” portrayal of relationships in the media that the YP recognised were unhelpful. While the relationship professionals stressed the need for flexibility, adaptability, commitment and resilience as critical to maintaining relationships over the life course, these skills were not at the forefront of the YP’s minds. In contrast, YP often presented dichotomous views of relationships, possibly reflecting similar dichotomies presented in discussions at school around sex education [ 21 ]. YP appeared to be attempting to categorise relationships, using this dichotomous framework as a starting point. However, they also expressed a need to be able to better assess the quality or direction of a relationship, in order to take action, such as ‘cutting off’ a bad relationship. This was something they viewed as being a skill they could learn in Relationship Education. In line with the evidence discussed in the introduction, YP themselves also perceived a clear link between relationships and mental health; some raised this in terms of the impact of relationship breakdown, but there was also recognition that early relationships could set up ‘unhealthy’ patterns of relating which could affect mental health later in life.

Both the YP and the relationship professionals felt that schools were an important setting for teaching and learning about relationships, particularly in terms of offering what was seen as an ‘unbiased’ perspective and a universal offer. However, many YP felt that the existing Relationship Education offer was too ‘clinical’ and were keen to focus more on relational aspects. This view has been previously expressed in other research with YP around sex education, and by Ofsted’s review of the curriculum [ 21 , 27 ]. Relationship professionals in our study called for a nuanced approach to Relationship Education that is skills-based and reflective of YP’s complex lived experiences [ 28 ]. The YP discussed the importance of building first on a strong ‘relationship with self’, which could be fostered through Relationship Education. Indeed, research suggests that self-compassion is associated with healthier romantic relationships [ 29 ] and many evaluations of Relationship Education programmes also measure ‘self-esteem’ as an outcome [ 30 , 31 , 32 , 33 ]. This chimed with the views of the relationship professionals who emphasised that ‘concern for the self’ was a prerequisite of being able to show concern for others. Related to this, the concept of building on previous knowledge and revisiting and reflecting on content as in a spiral curriculum [ 34 ] was also favoured by YP. For YP, the timing of the introduction of content around romantic relationships was more contested, with concerns over introducing pressure and expectations versus the risks of failing to address beliefs and norms until it was too late. The relationship professionals’ preference was to introduce age appropriate Relationship Education in primary schools.

Despite seeing benefits to Relationship Education, YP also identified limits due to its complexities and subjectivities, and some questioned whether this was a role for schools. This links to a broader debate about what education is for [ 35 ]. Several relationship professionals and YP interviewed highlighted the merits of trained external providers of RE. This resonates with Pound, Langford and Campbell [ 21 ] who found that YP want experts to teach them about sex and suggest that teachers should be specially trained and become a distinct group from other teachers. However, the DfE does not address these issues in its guidance [ 16 ].

Strengths and limitations

This study is the only research we are aware of that explores in tandem young people and relationship professionals’ perspectives on the ‘relationship’ aspects of RSE. The nature of our sample presents some limitations, as it is possible that the YP were the most articulate and had the strongest views on Relationship Education amongst their peers and the relationship professionals who chose to engage may have had particular perspectives on Relationship Education. In particular, schools may have acted as ‘gatekeepers’ in selecting YP with more positive views on Relationship Education, however, we observed a range of views and dissent from focus groups across all settings. The inclusion of community and youth group members from different backgrounds increases our confidence that we have been able to explore and present a range of perspectives; it is also clear that YP’s views were not homogenous, hence dissenting voices are reflected in the themes. It is unclear as to the effect of the online format of the later focus groups; inevitably discussions require a higher level of moderation and direction. However, participants appeared comfortable with the format, and online research with YP has been found to potentially enhance their autonomy and amplify marginalised voices [ 36 , 37 ]. The interview and focus group questions did not seek to explore or privilege relationship education from the perspective of any particular sexuality or identity. Researchers setting the scene were clear with YP that we wanted to explore how relationship education worked for all YP. However, whilst one young person alluded to needing to avoid ‘cookie cutter’ ideas of relationships within relationship education, and many participants used gender-neutral language or examples, we acknowledge that this research may be seen to feed into a heteronormative discourse which should be challenged and explored further in future work.

A purposive sampling strategy was used to recruit the relationship professionals. As selection of such a sample is subjective, purposive sampling is most appropriate for the selection of small samples, as here. Although, a limitation is that equally qualified relationship professionals, not known to the researchers by reputation, may have made different observations. There was a high degree of consensus across the sample.

Implications for policy and practice

This research is supportive of many aspects of curriculum guidance on Relationship Education. However, YP specifically highlighted areas that were priorities for them but are not explicitly addressed in the DfE’s RSE core content framework, such as managing relationship breakdowns, learning coping skills, and managing relationships through life course transitions. To engage YP in meaningful development and reflection during Relationship Education, the curriculum should reflect the content and skills that are relevant to them. Previous research has noted YP’s desire to be involved in future programme design [ 20 ], there was also support from the relationship professionals for Relationship Education to be co-created with YP, echoing the calls in the ‘Young People’s Manifesto’ [ 15 ].

Interestingly, YP and relationship professionals also wanted more of a focus on skills rather than knowledge. Professionals discussed the importance of providing opportunities for YP to observe and rehearse skills during lessons; and of engaging resources to support such learning. However, a recent survey of schools in England by Ipsos MORI and the PSHE Association [ 38 ] discusses the barriers faced in delivery of consistent and high quality Relationship Education, including knowledge, training and resources. Schools reported bringing in third sector organisations to deliver sessions and drawing on resources and lesson plans developed by organisations such as the PSHE Association ( https://www.pshe-association.org.uk/ ). Cole [ 28 ] found support for the view that there is a lack of teaching proficiency, knowledge and confidence in the delivery of Relationship Education and teachers themselves viewed it as a specialist topic ‘outside their remit’. Currently, the DfE leaves schools to choose their Relationship Education curriculum content to meet their pupil and community needs, but there is clearly a need for schools to be better supported to deliver a more consistent approach to Relationship Education. This should include appropriate access to specialist expertise and resources, and guidance on signposting YP to external sources of help as required. Relationship professionals in our interviews also highlighted that positive relationship behaviours can also be modelled and integrated throughout school curricula and reflected in a school’s ethos. This links with existing research on the importance and influence of different types of relationships in schools on children and YP’s well-being and mental health such as peer to peer relationships, and those between teachers and pupils [ 39 ].

Implications for research

This study raises a range of questions for exploration in future research, including the most effective ways to teach relationship skills, the best way to develop age-appropriate content, and how to integrate ‘relational health’ into a child’s journey through the education system. Available research is predominantly focussed on programmes developed to improve sexual health or reduce violence and abuse. Recent reviews by the authors [ 19 , 20 ] have found few programmes focussing on healthy relationships, with a limited evidence base. However, as above, surveys suggest that most English schools do not use formal ‘programmes’ in any case. One implication is that research efforts are best focussed on the co-development, evaluation and implementation of education resources which can be used flexibly and integrate into a health promoting curriculum. A range of stakeholders, should be involved in co-development and evaluation, including YP, teachers, governors, parents, and others in the wider community who support YP’s well-being, as well as relationship professionals such as counsellors and mediators. These stakeholders should reflect the diversity of young people’s sexualities and identities, to ensure that Relationship Education is inclusive and accessible, and does not perpetuate inequalities or marginalisation. Understanding their perspectives on content, delivery, barriers, facilitators and desired outcomes is also necessary to ensure that Relationship Education is acceptable and feasible.

This paper presents the perspectives of YP and relationship professionals on healthy Relationship Education and how it can better meet the needs of YP. Throughout the lifecourse, health comes about through relationships. Therefore, Relationship Education should form part of any approach to healthy publics [ 40 ] and is perhaps even more relevant in the light of the COVID-19 pandemic and the consequent societal impacts. Relationship building and Relationship Education should therefore be an integral aspect of a health-promoting school’s approach.

Availability of data and materials

The data that support the findings of this study are available on request from the corresponding author [SBC]. The data are not publicly available due to them containing information that could compromise research participant privacy/consent.

Relate, OnePlusOne, Tavistock Relationships, and Marriage Care.

Children and Social Work Act 2017, s 34(3)(a).

Henceforth education about relationships for 5 to 16-year-olds will be referred to as RE. This could include RE or RSE lessons as well as other direct and indirect forms of relationship education, including assemblies and aspects of the core curriculum.

Abbreviations

Relationship and Sex Education

Department of Education

Patient and Public Involvement

Healthy Relationship Education

Healthy Relationship Transitions

The name of the disease caused by the novel coronavirus SARS-CoV2

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Acknowledgements

We wish to acknowledge the time and contributions given to this research by the community and school leaders, the young people and the relationship professionals involved.

This study forms part of the Beacon ‘Transforming relationships and relationship transitions with and for the next generation’ research project (The ‘HeaRE’ and ‘HeaRT’ Project) funded by the Wellcome Centre for the Cultures and Environments of Health (grant reference 203109/Z/16/Z). The project is a partnership between the University of Exeter Law School, School of Medicine and Health and the Graduate School of Education.

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All authors helped with study design. TND and SBC conducted the YP focus groups, then coded and analysed the data. JE conducted the relationship professional interviews and then coded and analysed the data. SBC helped code the data. All authors interpreted the data and read and approved the final manuscript.

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Benham-Clarke, S., Ewing, J., Barlow, A. et al. Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education. BMC Public Health 22 , 2332 (2022). https://doi.org/10.1186/s12889-022-14802-5

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Writing Tips and Tricks : Creating Your Thesis

• Developing Research Questions
• Creating Your Thesis
• Outlining Your Paper

What is a Thesis Statement?

A thesis statement...

Makes an argumentative assertion about a topic; it states the conclusions that you have reached about your topic.

Make a promise to the reader about the scope , purpose , and direction of your paper.

Is focused and specific enough to be "proven" within the boundaries of your paper.

Identifies the relationships between the pieces of evidence that you are using to support your argument.

Content from this section originally by the University of Wisconsin - Madison's guide " Writing process and structure " by the Writing Center.

Characteristics Good Thesis Statements

Here are some characteristics of good thesis statements, with samples of good and poor ones. Note that the better examples substitute specific argumentative points for sweeping general statements; they indicate a theoretical basis and promise substantial support.

It makes a definite and limited assertion that needs to be explained and supported by further discussion

Non-specific example

Shakespeare was the world's greatest playwright.

Focused example

The success of the last scene in Midsummer Night's Dream comes from subtle linguistic and theatrical references to Elizabeth's position as queen.

It indicates the methodology of your argument

Emotional, vague example

This essay will show that the North American Free Trade Agreement was a disaster for the Canadian furniture industry

Worth attention example

Neither neo-protectionism nor post-industrial theory explains the steep reversal of fortune for the Canadian furniture industry in the period 1988-1994. Data of productivity, profits, and employment, however, can be closely correlated with provisions of the North American Free Trade Agreement that took effect in the same period. 

It shows awareness of difficulties and disagreements

Sweeping, vague example

Having an official policy on euthanasia just causes problems, as the Dutch example shows.

Suitable complex example

Dutch laws on euthanasia have been rightly praised for their attention to the principles of self-determination. Recent cases, however, show that they have not been able to deal adequately with issues involving technological intervention of unconscious patients. Hamarckian strategies can solve at least the question of assignation of rights. 

Content from this section originally by the University of Toronto's " Using Thesis Statements " written by Margaret Procter, Writing Support. 

Developing a Thesis Statement

The process of developing a thesis statement can be broken down into four steps:

Step 1 : Identify a topic

Step 2 : Derive a main point from the topic

Step 3 : Compose a draft thesis statement

Step 4 : Refine and polish the thesis

Developing a Thesis Statement 2

Identify a topic.

Your topic is the subject about which you will write. Your assignment may suggest several ways of looking at a topic; or it may name a fairly general concept that you will explore or analyze in your paper. 

Consider what your assignment asks you to do

Inform yourself about your topic, focus on one aspect of your topic, ask yourself whether your topic is worthy of your efforts.

Your assignment may suggest several ways of looking at a topic, or it may name a fairly general concept that you will explore or analyze in your paper. You'll want to read your assignment carefully, looking for key terms that you can use to focus your topic. 

After you've identified the key words in your topic, the next step is to read about them in several sources, or generate as much information as possible through an analysis of your topic. The more material or knowledge you have, the more possibilities will be available for a strong argument

As you consider your options, you must decide to focus on one aspect of your topic. This means that you cannot include everything you've learned about your topic, nor should you go off in several directions. If you end up covering too many different aspects of a topic, your paper will sprawl and be unconvincing in its argument, and it most likely will not fulfill the assignment requirements . 

Before you go too far, however, ask yourself whether your topic is worthy of your efforts. Try to avoid topics that already have too much written about them (i.e. "eating disorders and body image among adolescents and women") or that simply are not important (i.e. "why I like ice cream").

Note : These topics may lead to a thesis that is either dry fact or a weird claim that cannot be supported. A good thesis falls somewhere between the two extremes. To arrive at this point, ask yourself what is new, interesting, contestable, or controversial about your topic. 

As you work on your thesis, remember to keep the rest of your paper in mind at all times . Sometimes your thesis needs to evolve as you develop new insights, find new evidence, or take a different approach to your topic. 

Derive a Main Point from Topic

Once you have a topic, you will have to decide what the main point of your paper will be. This point, the "controlling idea," becomes the core of your argument (thesis statement) and it is the unifying idea to which you will relate all your sub-theses. You can then turn this "controlling idea" into a purpose statement about what you intend to do in your paper

Look for patterns in your evidence

To find out what your "controlling idea" is, you have to examine and evaluate your evidence . As you consider your evidence, you may notice patterns emerging, data repeated in more than one source, or facts that favour one view more than another. These patterns or data may then lead you to some conclusions about your topic and suggest that you can successfully argue for one idea better than another. 

Compose a purpose statement

Sometimes you won't be able to find a focus or identify your "spin" or specific argument immediately. Like some writers, you might begin with a purpose statement just to get yourself along. A purpose statement is one or more sentences that announce your topic and indicate the structure of the paper but do not state the conclusions you have drawn . 

At some point, you can turn a purpose statement into a thesis statement. As you think and write about your topic, you can restrict, clarify, and refine your argument, crafting your thesis statement to reflect your thinking. 

Compose a Draft Thesis Statement

If you are writing a paper that will have an argumentative thesis and are having trouble getting started, the techniques below may help you develop a temporary or "working" thesis statement.

Purpose statement

Begin with a purpose statement that you will later turn into a thesis statement

Question-to-assertion

If your assignment asks a specific question(s), turn the question(s) into an assertion and give reasons why it is true or reasons for your opinion.

Write a sentence that summarizes the main idea of the essay you plan to write.

Make a list of ideas what you want to include; consider the ideas and try to group them

What to keep in mind as you draft an initial thesis statement

Beginning statements obtained through the methods illustrated above can serve as a framework for planning or drafting your paper, but remember they're not yet the specific argumentative thesis you want for the final version of your paper. 

As you write, you may discover evidence that does not fit your working thesis. Or you may reach deeper insights about your topic as you do more research, and you will find that your thesis statement has to be more complicated to match the evidence that you want to use. 

You must be willing to reject or omit some evidence in order to keep your paper cohesive and your reader focused. You may have to revise your thesis to match the evidence and insights that you want to discuss. 

Refine and Polish the Thesis Statement

To get your final thesis, you'll need to refine your draft thesis so that it's specific and arguable.

• Ask if your draft thesis addresses the assignment
• Question each part of your draft thesis
• Clarify vague phrases and assertions
• Investigate alternatives to your draft thesis

The bottom line

As you move through the process of crafting a thesis, you'll need to remember four things

• Context matters . Think about your course materials and lectures. Try to relate your thesis to the ideas your instructor is discussing.
• As you go through the process describe in this section, always keep your assignment in mind . You will be more successful when your thesis (and paper) responds to the assignment than if it argues a semi-related idea.
• Your thesis statement should be precise , focused , and contestable ; it should predict the sub-theses or blocks of information that you will use to prove your argument
• Make sure that you keep the rest of your paper in mind at all times. Change your thesis as your paper evolves, because you do not want your thesis to promise more than your paper actually delivers. 

In the beginning, the thesis statement was a tool to help you sharpen your focus, limit material and establish the paper's purpose. When your paper is finished, however, the thesis statement becomes a tool for your reader. It tells the reader what you have learned about your topic and what evidence led you to your conclusion. It keeps the reader on track - well able to understand and appreciate your assignment.

Taking a Stance

Don't confuse your topic with your thesis. The assignment topic outlines the general scope of your project. Your thesis focuses your discussion of that topic. A thesis is a statement that takes a position or offers an interpretation of the subject. It is not simply a description or a statement of fact. 

Content from this section originally by Queen's University's " Developing a thesis statement ."

Some Myths About Thesis Statements

Myth #1: Every paper requires one

• Assignments that ask you to write a personal response or to explore a subject don't want you to pre-judge the issues. Essays of literary interpretation often want you to be aware of many effects rather than seeming to box yourself into one view of the text.

Myth #2: A thesis statement must come at the end of the first paragraph

• This is a natural position for a statement of focus, but it's not the only one. Very commonly in applied health sciences your thesis statement should appear very early on in your paper / article. This is because you need to be specific when writing for the applied health science and helps to structure your paper.

Myth #3: A thesis statement must be one sentence in length, no matter how many clauses it contains

• Clear writing is more important than rules like these. Use two or three sentences if you need them. A complex argument may require a whole tightly-knit paragraph to make its initial statement of position.

Myth #4: You can't start writing an essay until you have a perfect thesis statement

• It may be advisable to draft a hypothesis or tentative thesis statement near the start of a big project, but changing and refining a thesis is a main task of thinking your way through your ideas as you write a paper. Some essay projects need to explore the question in depth without being locked in before they can provide even a tentative answer.

Myth #5: A thesis statement must give three points of support

• It should indicate that the essay will explain and give evidence for its assertion, but points don't need to come in any specific order.

Content from this section originally by the University of Toronto's " Using Thesis Statements " written by Margaret Procter, Writing Support.

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• Volume 76, Issue 2
• COVID-19 pandemic and its impact on social relationships and health
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• http://orcid.org/0000-0003-1512-4471 Emily Long 1 ,
• Susan Patterson 1 ,
• Karen Maxwell 1 ,
• Carolyn Blake 1 ,
• http://orcid.org/0000-0001-7342-4566 Raquel Bosó Pérez 1 ,
• Ruth Lewis 1 ,
• Mark McCann 1 ,
• Julie Riddell 1 ,
• Kathryn Skivington 1 ,
• Rachel Wilson-Lowe 1 ,
• http://orcid.org/0000-0002-4409-6601 Kirstin R Mitchell 2
• 1 MRC/CSO Social and Public Health Sciences Unit , University of Glasgow , Glasgow , UK
• 2 MRC/CSO Social and Public Health Sciences Unit, Institute of Health & Wellbeing , University of Glasgow , Glasgow , UK
• Correspondence to Dr Emily Long, MRC/CSO Social and Public Health Sciences Unit, University of Glasgow, Glasgow G3 7HR, UK; emily.long{at}glasgow.ac.uk

This essay examines key aspects of social relationships that were disrupted by the COVID-19 pandemic. It focuses explicitly on relational mechanisms of health and brings together theory and emerging evidence on the effects of the COVID-19 pandemic to make recommendations for future public health policy and recovery. We first provide an overview of the pandemic in the UK context, outlining the nature of the public health response. We then introduce four distinct domains of social relationships: social networks, social support, social interaction and intimacy, highlighting the mechanisms through which the pandemic and associated public health response drastically altered social interactions in each domain. Throughout the essay, the lens of health inequalities, and perspective of relationships as interconnecting elements in a broader system, is used to explore the varying impact of these disruptions. The essay concludes by providing recommendations for longer term recovery ensuring that the social relational cost of COVID-19 is adequately considered in efforts to rebuild.

• inequalities

Data availability statement

Data sharing not applicable as no data sets generated and/or analysed for this study. Data sharing not applicable as no data sets generated or analysed for this essay.

This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See: https://creativecommons.org/licenses/by/4.0/ .

https://doi.org/10.1136/jech-2021-216690

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Introduction

Infectious disease pandemics, including SARS and COVID-19, demand intrapersonal behaviour change and present highly complex challenges for public health. 1 A pandemic of an airborne infection, spread easily through social contact, assails human relationships by drastically altering the ways through which humans interact. In this essay, we draw on theories of social relationships to examine specific ways in which relational mechanisms key to health and well-being were disrupted by the COVID-19 pandemic. Relational mechanisms refer to the processes between people that lead to change in health outcomes.

At the time of writing, the future surrounding COVID-19 was uncertain. Vaccine programmes were being rolled out in countries that could afford them, but new and more contagious variants of the virus were also being discovered. The recovery journey looked long, with continued disruption to social relationships. The social cost of COVID-19 was only just beginning to emerge, but the mental health impact was already considerable, 2 3 and the inequality of the health burden stark. 4 Knowledge of the epidemiology of COVID-19 accrued rapidly, but evidence of the most effective policy responses remained uncertain.

The initial response to COVID-19 in the UK was reactive and aimed at reducing mortality, with little time to consider the social implications, including for interpersonal and community relationships. The terminology of ‘social distancing’ quickly became entrenched both in public and policy discourse. This equation of physical distance with social distance was regrettable, since only physical proximity causes viral transmission, whereas many forms of social proximity (eg, conversations while walking outdoors) are minimal risk, and are crucial to maintaining relationships supportive of health and well-being.

The aim of this essay is to explore four key relational mechanisms that were impacted by the pandemic and associated restrictions: social networks, social support, social interaction and intimacy. We use relational theories and emerging research on the effects of the COVID-19 pandemic response to make three key recommendations: one regarding public health responses; and two regarding social recovery. Our understanding of these mechanisms stems from a ‘systems’ perspective which casts social relationships as interdependent elements within a connected whole. 5

Social networks

Social networks characterise the individuals and social connections that compose a system (such as a workplace, community or society). Social relationships range from spouses and partners, to coworkers, friends and acquaintances. They vary across many dimensions, including, for example, frequency of contact and emotional closeness. Social networks can be understood both in terms of the individuals and relationships that compose the network, as well as the overall network structure (eg, how many of your friends know each other).

Social networks show a tendency towards homophily, or a phenomenon of associating with individuals who are similar to self. 6 This is particularly true for ‘core’ network ties (eg, close friends), while more distant, sometimes called ‘weak’ ties tend to show more diversity. During the height of COVID-19 restrictions, face-to-face interactions were often reduced to core network members, such as partners, family members or, potentially, live-in roommates; some ‘weak’ ties were lost, and interactions became more limited to those closest. Given that peripheral, weaker social ties provide a diversity of resources, opinions and support, 7 COVID-19 likely resulted in networks that were smaller and more homogenous.

Such changes were not inevitable nor necessarily enduring, since social networks are also adaptive and responsive to change, in that a disruption to usual ways of interacting can be replaced by new ways of engaging (eg, Zoom). Yet, important inequalities exist, wherein networks and individual relationships within networks are not equally able to adapt to such changes. For example, individuals with a large number of newly established relationships (eg, university students) may have struggled to transfer these relationships online, resulting in lost contacts and a heightened risk of social isolation. This is consistent with research suggesting that young adults were the most likely to report a worsening of relationships during COVID-19, whereas older adults were the least likely to report a change. 8

Lastly, social connections give rise to emergent properties of social systems, 9 where a community-level phenomenon develops that cannot be attributed to any one member or portion of the network. For example, local area-based networks emerged due to geographic restrictions (eg, stay-at-home orders), resulting in increases in neighbourly support and local volunteering. 10 In fact, research suggests that relationships with neighbours displayed the largest net gain in ratings of relationship quality compared with a range of relationship types (eg, partner, colleague, friend). 8 Much of this was built from spontaneous individual interactions within local communities, which together contributed to the ‘community spirit’ that many experienced. 11 COVID-19 restrictions thus impacted the personal social networks and the structure of the larger networks within the society.

Social support

Social support, referring to the psychological and material resources provided through social interaction, is a critical mechanism through which social relationships benefit health. In fact, social support has been shown to be one of the most important resilience factors in the aftermath of stressful events. 12 In the context of COVID-19, the usual ways in which individuals interact and obtain social support have been severely disrupted.

One such disruption has been to opportunities for spontaneous social interactions. For example, conversations with colleagues in a break room offer an opportunity for socialising beyond one’s core social network, and these peripheral conversations can provide a form of social support. 13 14 A chance conversation may lead to advice helpful to coping with situations or seeking formal help. Thus, the absence of these spontaneous interactions may mean the reduction of indirect support-seeking opportunities. While direct support-seeking behaviour is more effective at eliciting support, it also requires significantly more effort and may be perceived as forceful and burdensome. 15 The shift to homeworking and closure of community venues reduced the number of opportunities for these spontaneous interactions to occur, and has, second, focused them locally. Consequently, individuals whose core networks are located elsewhere, or who live in communities where spontaneous interaction is less likely, have less opportunity to benefit from spontaneous in-person supportive interactions.

However, alongside this disruption, new opportunities to interact and obtain social support have arisen. The surge in community social support during the initial lockdown mirrored that often seen in response to adverse events (eg, natural disasters 16 ). COVID-19 restrictions that confined individuals to their local area also compelled them to focus their in-person efforts locally. Commentators on the initial lockdown in the UK remarked on extraordinary acts of generosity between individuals who belonged to the same community but were unknown to each other. However, research on adverse events also tells us that such community support is not necessarily maintained in the longer term. 16

Meanwhile, online forms of social support are not bound by geography, thus enabling interactions and social support to be received from a wider network of people. Formal online social support spaces (eg, support groups) existed well before COVID-19, but have vastly increased since. While online interactions can increase perceived social support, it is unclear whether remote communication technologies provide an effective substitute from in-person interaction during periods of social distancing. 17 18 It makes intuitive sense that the usefulness of online social support will vary by the type of support offered, degree of social interaction and ‘online communication skills’ of those taking part. Youth workers, for instance, have struggled to keep vulnerable youth engaged in online youth clubs, 19 despite others finding a positive association between amount of digital technology used by individuals during lockdown and perceived social support. 20 Other research has found that more frequent face-to-face contact and phone/video contact both related to lower levels of depression during the time period of March to August 2020, but the negative effect of a lack of contact was greater for those with higher levels of usual sociability. 21 Relatedly, important inequalities in social support exist, such that individuals who occupy more socially disadvantaged positions in society (eg, low socioeconomic status, older people) tend to have less access to social support, 22 potentially exacerbated by COVID-19.

Social and interactional norms

Interactional norms are key relational mechanisms which build trust, belonging and identity within and across groups in a system. Individuals in groups and societies apply meaning by ‘approving, arranging and redefining’ symbols of interaction. 23 A handshake, for instance, is a powerful symbol of trust and equality. Depending on context, not shaking hands may symbolise a failure to extend friendship, or a failure to reach agreement. The norms governing these symbols represent shared values and identity; and mutual understanding of these symbols enables individuals to achieve orderly interactions, establish supportive relationship accountability and connect socially. 24 25

Physical distancing measures to contain the spread of COVID-19 radically altered these norms of interaction, particularly those used to convey trust, affinity, empathy and respect (eg, hugging, physical comforting). 26 As epidemic waves rose and fell, the work to negotiate these norms required intense cognitive effort; previously taken-for-granted interactions were re-examined, factoring in current restriction levels, own and (assumed) others’ vulnerability and tolerance of risk. This created awkwardness, and uncertainty, for example, around how to bring closure to an in-person interaction or convey warmth. The instability in scripted ways of interacting created particular strain for individuals who already struggled to encode and decode interactions with others (eg, those who are deaf or have autism spectrum disorder); difficulties often intensified by mask wearing. 27

Large social gatherings—for example, weddings, school assemblies, sporting events—also present key opportunities for affirming and assimilating interactional norms, building cohesion and shared identity and facilitating cooperation across social groups. 28 Online ‘equivalents’ do not easily support ‘social-bonding’ activities such as singing and dancing, and rarely enable chance/spontaneous one-on-one conversations with peripheral/weaker network ties (see the Social networks section) which can help strengthen bonds across a larger network. The loss of large gatherings to celebrate rites of passage (eg, bar mitzvah, weddings) has additional relational costs since these events are performed by and for communities to reinforce belonging, and to assist in transitioning to new phases of life. 29 The loss of interaction with diverse others via community and large group gatherings also reduces intergroup contact, which may then tend towards more prejudiced outgroup attitudes. While online interaction can go some way to mimicking these interaction norms, there are key differences. A sense of anonymity, and lack of in-person emotional cues, tends to support norms of polarisation and aggression in expressing differences of opinion online. And while online platforms have potential to provide intergroup contact, the tendency of much social media to form homogeneous ‘echo chambers’ can serve to further reduce intergroup contact. 30 31

Intimacy relates to the feeling of emotional connection and closeness with other human beings. Emotional connection, through romantic, friendship or familial relationships, fulfils a basic human need 32 and strongly benefits health, including reduced stress levels, improved mental health, lowered blood pressure and reduced risk of heart disease. 32 33 Intimacy can be fostered through familiarity, feeling understood and feeling accepted by close others. 34

Intimacy via companionship and closeness is fundamental to mental well-being. Positively, the COVID-19 pandemic has offered opportunities for individuals to (re)connect and (re)strengthen close relationships within their household via quality time together, following closure of many usual external social activities. Research suggests that the first full UK lockdown period led to a net gain in the quality of steady relationships at a population level, 35 but amplified existing inequalities in relationship quality. 35 36 For some in single-person households, the absence of a companion became more conspicuous, leading to feelings of loneliness and lower mental well-being. 37 38 Additional pandemic-related relational strain 39 40 resulted, for some, in the initiation or intensification of domestic abuse. 41 42

Physical touch is another key aspect of intimacy, a fundamental human need crucial in maintaining and developing intimacy within close relationships. 34 Restrictions on social interactions severely restricted the number and range of people with whom physical affection was possible. The reduction in opportunity to give and receive affectionate physical touch was not experienced equally. Many of those living alone found themselves completely without physical contact for extended periods. The deprivation of physical touch is evidenced to take a heavy emotional toll. 43 Even in future, once physical expressions of affection can resume, new levels of anxiety over germs may introduce hesitancy into previously fluent blending of physical and verbal intimate social connections. 44

The pandemic also led to shifts in practices and norms around sexual relationship building and maintenance, as individuals adapted and sought alternative ways of enacting sexual intimacy. This too is important, given that intimate sexual activity has known benefits for health. 45 46 Given that social restrictions hinged on reducing household mixing, possibilities for partnered sexual activity were primarily guided by living arrangements. While those in cohabiting relationships could potentially continue as before, those who were single or in non-cohabiting relationships generally had restricted opportunities to maintain their sexual relationships. Pornography consumption and digital partners were reported to increase since lockdown. 47 However, online interactions are qualitatively different from in-person interactions and do not provide the same opportunities for physical intimacy.

Recommendations and conclusions

In the sections above we have outlined the ways in which COVID-19 has impacted social relationships, showing how relational mechanisms key to health have been undermined. While some of the damage might well self-repair after the pandemic, there are opportunities inherent in deliberative efforts to build back in ways that facilitate greater resilience in social and community relationships. We conclude by making three recommendations: one regarding public health responses to the pandemic; and two regarding social recovery.

Recommendation 1: explicitly count the relational cost of public health policies to control the pandemic

Effective handling of a pandemic recognises that social, economic and health concerns are intricately interwoven. It is clear that future research and policy attention must focus on the social consequences. As described above, policies which restrict physical mixing across households carry heavy and unequal relational costs. These include for individuals (eg, loss of intimate touch), dyads (eg, loss of warmth, comfort), networks (eg, restricted access to support) and communities (eg, loss of cohesion and identity). Such costs—and their unequal impact—should not be ignored in short-term efforts to control an epidemic. Some public health responses—restrictions on international holiday travel and highly efficient test and trace systems—have relatively small relational costs and should be prioritised. At a national level, an earlier move to proportionate restrictions, and investment in effective test and trace systems, may help prevent escalation of spread to the point where a national lockdown or tight restrictions became an inevitability. Where policies with relational costs are unavoidable, close attention should be paid to the unequal relational impact for those whose personal circumstances differ from normative assumptions of two adult families. This includes consideration of whether expectations are fair (eg, for those who live alone), whether restrictions on social events are equitable across age group, religious/ethnic groupings and social class, and also to ensure that the language promoted by such policies (eg, households; families) is not exclusionary. 48 49 Forethought to unequal impacts on social relationships should thus be integral to the work of epidemic preparedness teams.

Recommendation 2: intelligently balance online and offline ways of relating

A key ingredient for well-being is ‘getting together’ in a physical sense. This is fundamental to a human need for intimate touch, physical comfort, reinforcing interactional norms and providing practical support. Emerging evidence suggests that online ways of relating cannot simply replace physical interactions. But online interaction has many benefits and for some it offers connections that did not exist previously. In particular, online platforms provide new forms of support for those unable to access offline services because of mobility issues (eg, older people) or because they are geographically isolated from their support community (eg, lesbian, gay, bisexual, transgender and queer (LGBTQ) youth). Ultimately, multiple forms of online and offline social interactions are required to meet the needs of varying groups of people (eg, LGBTQ, older people). Future research and practice should aim to establish ways of using offline and online support in complementary and even synergistic ways, rather than veering between them as social restrictions expand and contract. Intelligent balancing of online and offline ways of relating also pertains to future policies on home and flexible working. A decision to switch to wholesale or obligatory homeworking should consider the risk to relational ‘group properties’ of the workplace community and their impact on employees’ well-being, focusing in particular on unequal impacts (eg, new vs established employees). Intelligent blending of online and in-person working is required to achieve flexibility while also nurturing supportive networks at work. Intelligent balance also implies strategies to build digital literacy and minimise digital exclusion, as well as coproducing solutions with intended beneficiaries.

Recommendation 3: build stronger and sustainable localised communities

In balancing offline and online ways of interacting, there is opportunity to capitalise on the potential for more localised, coherent communities due to scaled-down travel, homeworking and local focus that will ideally continue after restrictions end. There are potential economic benefits after the pandemic, such as increased trade as home workers use local resources (eg, coffee shops), but also relational benefits from stronger relationships around the orbit of the home and neighbourhood. Experience from previous crises shows that community volunteer efforts generated early on will wane over time in the absence of deliberate work to maintain them. Adequately funded partnerships between local government, third sector and community groups are required to sustain community assets that began as a direct response to the pandemic. Such partnerships could work to secure green spaces and indoor (non-commercial) meeting spaces that promote community interaction. Green spaces in particular provide a triple benefit in encouraging physical activity and mental health, as well as facilitating social bonding. 50 In building local communities, small community networks—that allow for diversity and break down ingroup/outgroup views—may be more helpful than the concept of ‘support bubbles’, which are exclusionary and less sustainable in the longer term. Rigorously designed intervention and evaluation—taking a systems approach—will be crucial in ensuring scale-up and sustainability.

The dramatic change to social interaction necessitated by efforts to control the spread of COVID-19 created stark challenges but also opportunities. Our essay highlights opportunities for learning, both to ensure the equity and humanity of physical restrictions, and to sustain the salutogenic effects of social relationships going forward. The starting point for capitalising on this learning is recognition of the disruption to relational mechanisms as a key part of the socioeconomic and health impact of the pandemic. In recovery planning, a general rule is that what is good for decreasing health inequalities (such as expanding social protection and public services and pursuing green inclusive growth strategies) 4 will also benefit relationships and safeguard relational mechanisms for future generations. Putting this into action will require political will.

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• ↵ (ONS), O.f.N.S., Domestic abuse during the coronavirus (COVID-19) pandemic, England and Wales . Available: https://www.ons.gov.uk/peoplepopulationandcommunity/crimeandjustice/articles/domesticabuseduringthecoronaviruscovid19pandemicenglandandwales/november2020
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Twitter @karenmaxSPHSU, @Mark_McCann, @Rwilsonlowe, @KMitchinGlasgow

Contributors EL and KM led on the manuscript conceptualisation, review and editing. SP, KM, CB, RBP, RL, MM, JR, KS and RW-L contributed to drafting and revising the article. All authors assisted in revising the final draft.

Funding The research reported in this publication was supported by the Medical Research Council (MC_UU_00022/1, MC_UU_00022/3) and the Chief Scientist Office (SPHSU11, SPHSU14). EL is also supported by MRC Skills Development Fellowship Award (MR/S015078/1). KS and MM are also supported by a Medical Research Council Strategic Award (MC_PC_13027).

Competing interests None declared.

Provenance and peer review Not commissioned; externally peer reviewed.

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Healthy Lifestyle Through Home Gardening: The Art of Sharing

This article offers a solution to promoting healthy lifestyle through home gardening and how gardening activities create social capital through social interactions among family members and people within communities, through sharing. This article begins by reviewing general social, psychological, and physical health benefits of home gardening followed by barriers associated with starting a garden that include lack of time, scarce resources, insufficient knowledge and skills, and inadequate space. This article argues that beyond the skills and knowledge, inspiration is the key in creating and sustaining a home garden. Through the idea of networking with families in a community and building these social relationships, it increases more opportunities to inspire and be inspired, fosters a greater sense of joy in gardening, encourages a chain reaction of sharing, and connects people together. As people share, it creates a pattern of social interactions and reciprocity among those who share and the recipients within the network that will then lead to increased social relationships, trust, and a social norm of sharing. Sharing itself also creates an opportunity for others to share back because in some situations, people do not know how to initiate the sharing process or have difficulty doing so. The article ends with a discussion on promoting a sustainable, active, and healthy lifestyle by engaging children in the process of gardening and sharing geminated plants/produce with their peers and other families, hence fostering a lifelong appreciation and consumption of plants they grow, learn, share, and heal together in the process.

‘Additionally, intergenerational learning during home gardening can deepen family relationships and increase social capital.’

“One of the sounds heard most often in the Kitchen Garden is laughter. People smile, talk, and share stories. The pace of life slows as stems are clipped, plants are tied and weeds are pulled. Without anyone expecting it, our garden has become a community garden, connecting people from all different backgrounds, ages and walks of life. We all share in its care and in its success.” 9 (p.86)

Gardening’s Benefits

Gardening offers numerous benefits that are often overlooked in a time where convenience, instant gratification, and ease of accessibility tend to be the valued habit or mindset. Benefits of gardening include greater food security especially in areas of high poverty, healthier and tastier food options, saving money, and allowing for more outdoor exposure. 1 The gardening process also actively involves youth while offering opportunities for increased physical activity that can gradually lead to a decrease in obesity and better nutritional and academic learning outcomes for students as well as nature-based learning in school gardens. 2 Additionally, intergenerational learning during home gardening can deepen family relationships and increase social capital. 3

Gardening also increases creativity and inspiration; positively improves participants’ mental well-being, establishes trust and close connections, and increases cultural awareness; helps create a sense of home, cultural identity, and belonging; and provides a safe, encouraging place to acquire new knowledge while learning more about gardening. 4 In addition to serving as food sources and places of learning, gardens can also be used as memorial spaces, a gathering place for cultural celebrations, and as places of healing. The literature has shown that home gardens have 3 significant impacts. First, they establish a connection between gardening and psychological well-being. Second, gardens are time capsules of past memories that reintroduce familiar landscapes, trees, plants, and social relationships. Finally, home gardens are personal and are meant to be personalized. They give people a license to express their individual cultural and creative identities that reflect their values, passions, and gardening preferences. 5

Typically, home gardens exist in both rural and urban spaces in small garden plots around the household, encompass a diversity of plants (vegetables, fruits, flowers, herbs, medicinal plants, etc), and are usually maintained by household members. 6 However, there are different types of unconventional home garden styles depending on space availability such as kitchen gardens that utilize pots and trays for planting inside the home. In Punjab, Pakistan, the “Kitchen Gardening Project” was implemented by the Punjab government in 2010-2011 to assess the role and effectiveness of kitchen gardening toward food security within the Bahawalpur district. From this study, the results showed that the gardening project was able to provide cost-affordable and high-quality food items, and 82% of the growers who were given seed kits by the project grew the vegetables for their own daily consumption. This case study illustrates the benefits of home gardening, especially with regard to food insecurity in areas with a rapid population increase, an increase in poverty rates, and a greater need for fresh, low-cost food options in urban and suburban areas. 1

Whereas people understand all these benefits, studies have shown that barriers exist when creating home gardens. These barriers include lack of time, scarce resources, insufficient knowledge and skills, inadequate space, and dwindling inspiration. 7 Various programs, such as Kitchen Gardening Project in Pakistan, have been developed to increase knowledge and skills in gardening both at homes and in communities. Some land-grant universities, which account for a little more than a hundred of them in the United States, have Education and Extension Service (or community engagement programs in mainly agriculture) to provide hands-on agricultural skills and knowledge to families and communities through specialists and agents.

Beyond the Knowledge and Skills: Inspiration Matters

Although skills and knowledge are necessary tools in creating successful family and community gardening programs similar to the Kitchen Gardening Project, studies have also shown that without inspiration, program longevity weakens and its impact reaches a limited number of people. According to the study, when participants were asked about their gardening experience and if it helped the health of their family, 94.9% of participants reported that it did, and 92.3% of participants had also encouraged other families to start their own gardens. 8 Participants need to be inspired to have the desire to create and care for a garden in the first place, and through the idea of networking with other participants and building these social relationships, it increases more opportunities to inspire and be inspired, fosters a greater sense of joy in gardening, encourages a chain reaction of sharing, and connects people together. Therefore, good social support and larger social connections lead to more sustainable results.

In addition, it also changes the way participants view gardening from an activity that was once a solitary, unwanted task (because of one not having enough time, lack of space, and unawareness) to a positive, community effort that is rewarding and that would eventually be shared with either future generations within the family or with another family. On March 2009, former first lady Michelle Obama started the White House’s first vegetable garden on the South Lawn as part of her “Let’s Move!” campaign to improve childhood nutrition in the United States. The gardening program inspired people, families, and communities across the nation to start their own gardens, its major success being attributed to the value of community-driven gardening to create change. In Obama’s award-winning book, American Grown: The Story of the White House Kitchen Garden and Gardens Across America , she writes, “One of the sounds heard most often in the Kitchen Garden is laughter. People smile, talk, and share stories. The pace of life slows as stems are clipped, plants are tied and weeds are pulled. Without anyone expecting it, our garden has become a community garden, connecting people from all different backgrounds, ages and walks of life. We all share in its care and in its success.” 9 (p86)

Similar to Obama’s Kitchen Garden concept, programs elsewhere such as on the University of Hawaii at Manoa where food security is the state’s primary concerning issue, have been developed to provide awareness, joy, and inspiration through edible gardens; for instance, SOFT (Student Organic Farm Training) is a student-run program located in the center of the university campus where anyone can plant, help, and collect the produce for free. 10 Other programs, such as Home Garden Network, use a network for families and friends in Hawaii as a resource to develop edible home gardens for one family’s home at a time for everyone within the network to enjoy and share their own fresh produce. 11

A Circle of Sharing that Encourages Joy and More Sharing

Research has shown that one of the most satisfying factors in gardening is the opportunity among the gardeners to share the produce with friends and colleagues. 12 As one participant in the study mentioned, “I give away tomato. . . . I enjoy it because when I reap, my friends come and share . . . they give me warm reception.” 12 (p97) The idea of sharing extends beyond produce to ideas, tools, foods, knowledge, cultures, and stories. 13 Patel 14 noted that produce sharing helps stimulate friendship building. As people share, it creates a pattern of social interactions and reciprocity 15 among those who share and the recipients within the network that will then lead to increased social relationships, trust, and a social norm of sharing. 16 In sociology, this type of dynamic is called social capital 17 —the idea that intangible resources result from a network of good relationships between people in a community, create resources for, and empower each member within the network to achieve a certain goal—in this case, an active and healthy lifestyle through gardening.

Whereas sharing produce creates social capital among the gardeners, it is also a way for the sharers to express an act of kindness and a joy of their life without having to verbally express them. This has benefits because in some cultures, people tend to avoid expressing or sharing good news or positive experiences, in fear of feeling guilty when others may be going through a difficult time. 18 Thus, as an act of kindness, sharing produce with friends, neighbors, or colleagues allows one to engage in prosocial behavior as well as express personal joy to the recipients. Prosocial behavior has been shown to be linked to happiness. 19 Research also showed that sharing positive experiences and joy with others increases happiness and life satisfaction. 20 Even among children as young as 8 years old, research has shown that those who shared (half of their endowment) were happier than those who did not share. 21

Sharing itself also creates an opportunity for others to share back because in some situations, people do not know how to initiate the sharing process or have difficulty doing so. A study with 145 older adults in rural North Carolina on the meaning of food sharing concluded that these elders valued food sharing as a way to maintain the social norm of reciprocity. Those engaging in this kind of reciprocal relationship are provided with the opportunity to express their joy of sharing all at the same time, allowing them to be mindful and proactive about when or what to share, and with continuity, it becomes a norm of maintaining an active and mindful lifestyle for all involved. 15

Sustainable Active and Healthy Lifestyle Starting with Children’s Sharing

Beginning at an early age, children are often encouraged to share. Typically, this sharing involves children parting with an item they already own, such as a toy, and allowing other children to borrow that toy for an allotted amount of time before returning it to the original owner. When children share and cooperate, they often gain social rewards such as praise and affection, reaffirming the behavior of sharing. 22 The sharing is occurring by one child taking from another and then returning what they took, but what if sharing could focus on the giving rather than the receiving? One way this could be achieved is through promoting the sharing of plants as alternative gifts for friends or family members.

Gardening is quite beneficial to children’s physical, cognitive, and motor development. 23 Moving tools, digging in the soil, and feeling the dirt in their palms are all experiences that add to the physical development of children. Literacy can improve through reading and learning plant names and processes. The most significant benefit that can arise from gardening is increased social capital and connections. As children work together to plant and create something meaningful, the result is an improved bond between them. Additionally, gardening can be a great opportunity for parents and children to spend uninterrupted quality time together. The connections can be strengthened even further through exchanging and sharing these germinated plants. Sharing plants is a gift that has longevity and purpose behind it. These plants could last years and provide fruits and vegetables to children and their families, further fostering appreciation for giving and gardening.

Acknowledgments

The authors thank Krisna Kay for her constructive edits to this article.

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) received no financial support for the research, authorship, and/or publication of this article.

Ethical Approval: Not applicable, because this article does not contain any studies with human or animal subjects.

Informed Consent: Not applicable, because this article does not contain any studies with human or animal subjects.

Trial Registration: Not applicable, because this article does not contain any clinical trials.

What is a Good Thesis Statement for Friendship: A Guide!

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Key Takeaway

Friendship and the role of thesis statements, definition of friendship.

Friendship is a special bond that forms between individuals who share a deep connection, trust, and mutual understanding.

It goes beyond basic acquaintanceship and is characterized by support, loyalty, and companionship.

True friends are there for each other during both good times and bad, offering a listening ear, advice, and emotional support.

• Friendship is a unique relationship based on trust and understanding.
• It involves support, loyalty, and companionship.
• True friends are there for each other during both good times and bad.

Importance Of Thesis Statements In Academic Writing

In academic writing, a thesis statement plays a crucial role in conveying the main argument or focus of the paper.

It serves as a roadmap for the reader, highlighting the key points and providing a clear direction for the overall structure of the essay.

• A thesis statement informs the reader about the main argument of the paper.
• It provides guidance and structure for the essay.
• A well-crafted thesis statement helps the writer stay focused and organized throughout the writing process.

How Thesis Statements Aid In Conveying The Main Argument

A thesis statement acts as a concise summary of the main argument or position that the writer is putting forth in their paper.

It serves as a central idea that the rest of the essay revolves around, ensuring coherence and clarity.

Additionally, a strong and well-developed thesis statement helps the reader understand the purpose of the essay and what to expect from the ensuing content.

• A thesis statement provides a concise summary of the main argument.
• It ensures coherence and clarity in the essay.
• A strong thesis statement helps the reader understand the purpose and direction of the essay.

Creating A Focused And Coherent Essay

By incorporating a well-crafted thesis statement, writers can ensure that their essays are focused and coherent.

This allows for a logical progression of ideas and prevents the essay from becoming disjointed or confusing.

A solid thesis statement also enables the writer to stay on track and avoid unnecessary digressions, resulting in a more effective and persuasive piece of writing.

• A thesis statement helps maintain focus and coherence in an essay.
• It allows for a logical progression of ideas.
• A well-developed thesis statement prevents the essay from becoming disjointed or confusing.

Craft A Strong Thesis Statement: Tips For Success

• Clearly state your main argument or position on the topic.
• Be specific and concise in your statement.
• Avoid vague language or generalizations.
• Ensure that your thesis statement is arguable and not a mere statement of fact.
• Tailor your thesis statement to the scope of your essay.
• Revise and refine your thesis statement as you develop your essay.

What Makes A Good Thesis Statement For Friendship?

Exploring the key elements of a strong thesis statement.

A strong thesis statement serves as the backbone of an essay, guiding the reader on what to expect from the content.

When it comes to crafting a good thesis statement for friendship, there are several key elements to consider:

• Clarity: The thesis statement should clearly state the main argument or point of view on friendship. This provides a clear direction for the essay and helps the reader understand the writer’s stance.
• Conciseness: It is important to keep the thesis statement concise and to the point. It should convey the main idea without being overly wordy or vague.
• Specificity: A strong thesis statement for friendship should not be too broad or general. Instead, it should focus on a specific aspect or perspective of friendship that will be explored in the essay.
• Controversial or debatable: A good thesis statement should spark interest and invite discussion. It is important to avoid stating something that is universally accepted, as this would not generate much interest or engagement among readers.

Applying Those Elements To Friendship As The Topic

Friendship, a fundamental aspect of human relationships, can be analyzed with the help of a robust thesis statement that incorporates the aforementioned elements.

Here are some considerations when applying those elements to friendship:

• Clarity: The thesis statement should clearly present the writer’s viewpoint on friendship. It should address what friendship means and its significance in people’s lives.
• Conciseness: Keep the thesis statement brief and to the point. Avoid unnecessary elaboration or vague language that could confuse the reader.
• Specificity: Instead of solely focusing on the general idea of friendship, narrow down the topic to explore a specific aspect, such as the benefits, challenges, or qualities of true friendship.
• Controversial or debatable: Formulate the thesis statement in a way that invites discussion and differing opinions. This could involve exploring whether true friendship can withstand conflicts or analyzing the impact of digital connections on traditional friendships.

Crafting A Thesis Statement That Captures The Essence Of Friendship

Crafting a compelling thesis statement requires capturing the essence of friendship in a clear and thought-provoking manner.

Here is an example:

“True friendship transcends boundaries, nurturing personal growth, providing unwavering support, and standing the test of time. “

This thesis statement encapsulates the key elements of a strong thesis statement for friendship. It is clear, concise, specific, and presents a debatable viewpoint on the significance and characteristics of true friendship.

Remember, a good thesis statement sets the tone for the entire essay, making it essential to invest time and effort into developing a strong and engaging statement that will captivate the reader’s attention.

The Impact Of Friendship On Personal Development

Examining how friendship shapes one’s identity.

Friendship plays a significant role in shaping one’s identity, influencing their beliefs, values, and overall perception of the world.

Here are some key points to consider:

• Friends act as mirrors, reflecting back our strengths, weaknesses, and attitudes, thus helping us better understand ourselves.
• Through shared experiences and conversations, friends challenge our assumptions and broaden our perspectives, encouraging personal growth.
• The qualities we admire in our friends often inspire us to cultivate those qualities within ourselves.
• Friends provide a social framework where we can explore our true selves, free from judgment or societal expectations.
• The support and validation received from friends help us develop a positive self-image and boost our self-esteem.

Analyzing The Influence Of Friendship On Personal Growth And Self-Discovery

Friendship has a profound impact on personal growth and self-discovery.

Consider the following points:

• Friends offer guidance, helping us navigate life’s challenges and providing invaluable advice.
• Engaging in deep conversations and exchanging ideas with friends helps us develop critical thinking skills and understanding of different perspectives.
• Friends encourage us to step outside of our comfort zones, pushing us to explore new interests and discover hidden talents.
• Through friendship, we learn about empathy, compassion, and the importance of genuine connections with others.
• The emotional support provided by friends during difficult times contributes to our resilience and overall personal development.

The Role Of Friendship In Cultivating Empathy, Understanding, And Emotional Well-Being

Friendship is instrumental in cultivating empathy, understanding, and emotional well-being. Consider the following points:

• Friendships expose us to diverse experiences and backgrounds, fostering empathy and teaching us to appreciate the value of different perspectives.
• Friends act as sounding boards, allowing us to express our thoughts and emotions freely, thus enhancing our emotional well-being.
• Through deep conversations and active listening, friends provide a safe space to share our joys, sorrows, and fears.
• The emotional support and validation we receive from friends help us cope with stress, anxiety, and other emotional challenges.
• Friends teach us the art of forgiveness, acceptance, and maintaining healthy boundaries in relationships.

Remember, a good thesis statement for friendship should address the impact of friendship on personal development, analyze its influence on self-growth and self-discovery, and examine how friendship cultivates empathy, understanding, and emotional well-being.

Can Friendship in Mortal Kombat 11 Be Related to Friendship in Real Life?

Friendship in Mortal Kombat 11 can be related to real-life friendship. Just like in the game, learning to execute MK11 friendship moves takes practice and dedication. Similarly, in real life, building and maintaining friendships requires effort and understanding. Both rely on mutual respect and consideration for others.

How to Maintain a Strong Friendship Without Dividing?

Maintaining a strong friendship without dividing requires effort and understanding. Open and honest communication is vital, resolving conflicts promptly to prevent misunderstandings. It’s important to invest time together, engaging in shared activities or simply listening. Just like sharing a loaf of how to make Amish friendship bread , nurturing a friendship involves reciprocation and not allowing differences to pull you apart.

The Importance Of Trust And Communication In Friendships

Exploring the significance of trust and open communication in maintaining healthy friendships.

Trust and communication are two vital pillars that uphold any friendship. Without them, the foundation can crumble, leaving the relationship vulnerable.

Let’s delve into the key points surrounding the importance of trust and communication in friendships.

Trust in Friendships:

• Trust is the foundation of healthy friendships.
• It involves believing that a friend will act in your best interest and keep your secrets.
• Without trust, doubts and insecurities can damage the friendship.

Open Communication:

• Open communication is vital for understanding and conflict resolution in friendships.
• It includes honest expression of thoughts, feelings, and needs, as well as active listening.
• Effective communication ensures that both friends feel heard and validated.

Building a Strong Bond:

• Trust and open communication strengthen the friendship bond.
• With trust, friends can rely on each other, confide, and be vulnerable without judgment.
• Open communication fosters empathy, compassion, and mutual support.

Understanding and Empathy:

• Regular and honest communication helps friends understand each other’s perspectives, needs, and boundaries.
• This understanding leads to empathy and deeper connections.

Consequences of Lack of Trust:

• Absence of trust leads to insecurity, suspicion, and constant questioning.
• It makes the friendship fragile and prone to misunderstandings.

Impact of Inadequate Communication:

• Insufficient communication erodes trust and causes misunderstandings.
• Unexpressed needs can lead to resentment and assumptions.
• Lack of communication can result in friction and distance in the friendship.

Without trust and communication, friendships can suffer serious consequences, such as:

• Drifting apart: A lack of trust and open communication can cause friends to grow apart emotionally and geographically.
• Deteriorating intimacy: When trust and communication are weak, emotional intimacy fades away, resulting in shallow and unsatisfying relationships.
• Frequent conflicts: Without open communication, misunderstandings can escalate into frequent arguments, damaging the friendship.
• Difficulty resolving issues: A lack of trust and communication makes it challenging to address and resolve conflicts, which can lead to festering resentments and unresolved issues.

Trust and open communication are crucial elements for maintaining healthy friendships. They establish a solid foundation, contribute to a strong bond, and prevent the detrimental consequences of a lack of trust and communication.

By prioritizing trust and nurturing open communication, friends can cultivate lasting and fulfilling relationships.

To summarize, crafting a strong thesis statement for friendship requires a deep understanding of the topic and its various aspects.

By expressing a clear and concise argument, one can capture the essence of what friendship truly means.

A good thesis statement for friendship should highlight the importance of trust, mutual support, and empathy as the foundation of lasting relationships.

It should also acknowledge the dynamic nature of friendships and the need for open communication and shared experiences.

Remember, a well-crafted thesis statement sets the tone for the entire essay, guiding the reader towards a deeper understanding of the significance of friendships in our lives.

So, whether you are exploring the role of friendships in literature, psychology, or everyday life, a strong thesis statement will serve as a compass to navigate your research and writing journey, ultimately leading to a more compelling and insightful analysis.

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