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The Secret to Relationship Satisfaction (That has nothing to do with your partner).

The Secret to Relationship Satisfaction (That Only You Control)

Several studies have explored the trajectory of relationship satisfaction. Some have suggested that relationships follow a U-curve, with satisfaction decreasing in the earlier years and increasing later on. Others have been a bit more pessimistic, finding a continuous decrease over the years. According to others, satisfaction remains fairly stable.

Clearly, the results are mixed. Not a lot of help for those who adore the black and white for its classic, no-nonsense simplicity, but think the grey is a fence-sitting pony. The good news though, is that wherever your relationship satisfaction is at, there are always ways to make it better.

There is plenty of research that has tried to find the secret to a lasting relationship. Explanations are as varied as the research and include low relationship-related anxiety, fewer premarital doubts, lower psychological distress, less stressful events, better communication, less verbal and physical aggression and greater love, trust and cohesion. And then there’s self-esteem. 

The direction of the relationship between relationship satisfaction and self-esteem has been the subject of lively debate. First, there are those who suggest that relationship satisfaction enhances self-esteem. Intuitively this makes sense, as relationships are an important source of self-esteem.

On the other hand, evidence from long-term studies suggests that the reverse effect is true, namely that self-esteem increases relationship satisfaction, rather than the other way around. This also makes sense, given the effect of self-esteem on satisfaction and success in other areas.

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So how does self-esteem change throughout our lifetime? Longitudinal research suggests that self-esteem tends to increase throughout young and middle adulthood, peaking around age 60, and declining into old age.

In a recent study, researchers looked at the role of self-esteem in relationship satisfaction, tracking over 885 couples over 12 years in the first study and 6,116 couples over 15 years in the second study.

Initial relationship satisfaction was related to the initial levels of self-esteem of each individual partner. As the self-esteem of each partner changed, so too did the couple’s assessment of relationship satisfaction.

Interestingly, the effect of self-esteem on relationship satisfaction was the same for both men and women.

The exact mechanism underlying the effect of self-esteem on relationship satisfaction is unclear, though there are a few theories.

The first is that people with low self-esteem might tend to think their partners see them as negatively as they see themselves. In response to this, they may attempt to avoid disappointment by distancing themselves or by making a defensive attack upon their partner. Whether fight or flight, either response would diminish relationship satisfaction for both parties.

On the other hand, partners who feel secure in a relationship are more likely to experience lower levels of relationship-related anxiety and avoidance, something that would enhance relationship satisfaction.

Those who experience more relationship-related avoidance are more likely to pay less attention to emotional cues provided by the partner, thereby missing opportunities to connect and respond to emotional needs within the relationship.

Partners who experience more relationship-related anxiety are also more likely to seek excessive reassurance. This may be experienced as neediness from the sought after partner, which can be a killer for desire and intimacy.

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The take-away from this research is the importance of protecting your self-esteem as a protective measure for your relationship. It can be hard to steal time to put yourself at the top of the list, but it’s important for so many reasons.

Anything you can do to increase your self-esteem, whether that’s doing more of what you’re good at, looking after yourself by exercising, meditating and spending time with friends, or learning a new language, skill, sport or activity will be an investment in your relationship.

Relationships are an important buffer, offering protection and support when the outside world takes a swipe. It’s the people we love, and who love us back, who are critical in offering us a hand up when we’re ready to walk out the cramp. But they are not a remedy to a broken spirit, something that, as we know, can only be fixed with tenderness and grace from the inside.

6 Comments

Sarah

I loved reading this, well done. I’ve found that this principle applies to all the relationships of my life, not only my significant other. As I treat myself with more acceptance and am gentler with my own weakness I find it easier to accept others, not be intimidated by their accomplishments and give them the benefit of the doubt.

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Hey Sigmund

Thank you Sarah. This is such a wise comment that you have left. You’re so right – self esteem is important for all of our relationships!

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" class="url" rel="ugc external nofollow">faby

Very interesting article. I totally agree on the idea of self-esteem being the very core and essence of relationship satisfaction. The satisfaction starts with oneself, as much if not more important is the issue of self-forgiveness. We can be our worst enemy and we should be taught ‘real’ self-indulgence and common sense from an early age. It would be an easy more enjoyable life Journey from then onwards….sure, there are big traumas that do need a bit more work.

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Hey Sigmund

Yes! Your point about self-forgiveness is such an important one. Mistakes are such an important part of growth and learning, and it’s self-forgiveness that makes that possible. Thank you for sharing your insight.

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Celine

Amen, sister! I learned this lesson the hard way over many years of clinging and patching. Now I find that self-care has increased my self-esteem and vice versa. Curating my “life worth living” means I’m ok with or without an SO, and (kind of ironically) confers greater love and respect within my new relationship

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Their calm and courage starts with ours.

This doesn’t mean we have to feel calm or brave. The truth is that when a young person is anxious, angry, or overwhelmed, we probably won’t feel calm or brave.

Where you can, tap into that part of you that knows they are safe enough and that they are capable of being brave enough. Then breathe. 

Breathing calms our nervous system so theirs can settle alongside. 

This is co-regulation. It lets them borrow our calm when theirs is feeling out of reach for a while. Breathe and be with.

This is how calm is caught.

Now for the brave: Rather than avoiding the brave, important, growthful things they need to do, as long as they are safe, comfort them through it.

This takes courage. Of course you’ll want to protect them from anything that feels tough or uncomfortable, but as long as they are safe, we don’t need to.

This is how we give them the experience they need to trust their capacity to do hard things, even when they are anxious.

This is how we build their brave - gently, lovingly, one tiny brave step after another. 

Courage isn’t about being fearless - but about trusting they can do hard things when they feel anxious about it. This will take time and lots of experience. So first, we support them through the experience of anxiety by leading, calmly, bravely through the storm.

Because courage isn’t the absence of anxiety.

It’s moving forward, with support, until confidence catches up.♥️
‘Making sure they aren’t alone in it’ means making sure we, or another adult, helps them feel seen, safe, and cared as they move towards the brave, meaningful, growthful thing.❤️
Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️