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