Tushita Tandon 22/PSY/87

Family separation and Self-Individuation in College students-An Exploratory study

Introduction

This study aims to examine and understand the subjective experiences of college students
who have moved from one state to another to pursue higher education and how this impacts
their process of self-individuation. This study examines how separation from family members
affects the multiple aspects (psychological, social, behavioural, and emotional) of self-
individuation.

Family separation may be defined as a period of voluntary or involuntary dissociation in a

young individual life for study or occupation, away from their family.

Individuation is defined as ‘by which a person becomes increasingly differentiated from past
or present relational context. ” (Karpel, 1976, p. 66).

Separation-individuation in the narrow sense refers to specific developed mental challenges

of early childhood and adolescence. During infancy, this process is likened by Margaret
Mahler to a “psychological birth” that unfolds over several phases (Mahler, Pine & Berg man,
1977)

Adolescence is the “second phase of separation-individuation” (Blos, 1979). The adolescent

must disengage from or transcend the internalized representations of caregivers formed in
early childhood and establish a sense of self that is distinct and individuated, thereby
reducing psychological dependence on parental introjects for approval, self-esteem, and
standards of conduct. The adolescent must learn to take over for oneself the tasks of self-
esteem regulation and self-definition

Disturbances in separation-in individuation are manifested in a range of clinically significant

problems, including borderline and narcissistic personality, family and marital dysfunction,
suicidal ideation, and college adjustment. Pine (1979) distinguishes higher- and lower-order
forms of pathology of separation-individuation. Lower-order disturbances include the
experience of fusion or merger with another and the general lack of self-other boundaries.
Higher-order disturbances are manifested as intolerance of being alone, the use of coercion to
gain omnipotent control over others as an extension of the self, and defects in object
constancy

There have been attempts to link separation individuation with both attachment and family
systems theory. Attachment theory also provides resources for understanding the early
relational foundation of the healthy effective self and periodic revision of internal working
models across the life-course may point to the process of separation-individuation. Moreover,
individuation unfolds within family systems that vary in their tolerance for separation,
autonomy and independence. Poorly differentiated families, on this account, view
individuation as a betrayal of the family or as a threat to its stability, and so require
individuals to sacrifice agency for communion, or individuality for belon gin g ness. In
contrast, well-differentiated families flexibly balance the need for individuation with
renegotiated boundaries and stage-appropriate degrees of connectedness. Once again, the
dialectic between individuation as a psychological process and differentiation as a property of
family systems underscores the fundamental duality of agency and communion in human
development.

Higher degrees of separation-individuation and secure parental connection have been

repeatedly associated with better college student adjustment. According to the current study,
healthy separation-individuation acts as a mediator in the relationship between parental
attachment and college adjustment. Using a sample of 404 college students, the authors
collected information on three aspects of college adjustment, separation-individuation, and
mother and paternal attachment. The relationship between attachment and college adjustment
was found to be mediated by separation-individuation, according to a model that was
supported by the results of structural equation modelling for both men and women.(Mattanah
et al 2004)

There is a substantial amount of research on the idea of separation-individuation and how it

affects individuals during late adolescence and young adulthood. The studies conducted cover
a broad understanding of the idea of individuation as well as deal with several factors like
social and parental relations, psychological domains, separation etc that impact the
individuation process.

Separation-individuation is an interpersonal process involving the family, which results in a

renegotiation of the adolescent-parent relationship that leads to a shift from unilateral
authority towards mutuality (Shapiro, 1988). With successful separation-individuation, the
adolescent renegotiates the relationship with his or her family with a resulting more distinct
and stable sense of identity (Chickering, 1969). The university education fosters and
promotes differentiation from the family by introducing the student to a range of ideas and
value systems that support adult status or independence (Arnstein, 1980; Grayson, 1998),
with the student bringing new ideas and values home "to be recognized in the context of
ongoing connection" (Josselson, p. 9)

Research suggests that a child's identity development and separation/individuation in later life
phases are influenced by their contact with their parents during early development
(Ainsworth et al., 1978, Bowlby, 1969, Bowlby, 1973, Erikson, 1968, Pittman et al., 2011).
In particular, how parents manage their personal needs and their children's during childhood
may have an impact on the meaning and purpose of exploration and separation during
adolescence. The development and assessment of identity commitments as well as the
qualitative shifts in separateness and emotional attachment during emerging adulthood are
also thought to be influenced by parent-child interactions during adolescence (Lichtwarck-
Aschoff et al., 2008, Luyckx et al., 2007).

A study investigates the relationship between controlling parenting, parental separation

anxiety, and challenges in the separation-individuation process in emerging adults. Results
show parental separation anxiety is positively correlated with separation-individuation
disorder, with dependency-oriented controlling parenting acting as an intervening variable.
Parental traits and behaviours are significant antecedents of separation-individuation
pathology. (Kins et al,2011)

Several studies have been conducted on the idea of separation-individuation in college

students encompassing factors like gender, identity development and self-esteem which adds
relevance to our current study.

A study aimed to track late-adolescent individuation from freshman to junior year in college,
examine sex differences in separation individuation and college adjustment, and assess the
association between individuation and adjustment. Results showed significant increases in
parental individuation over time for both men and women, with gender-specific patterns
emerging in freshman and junior years. (Rice, K.G,1992)
A study of 1st-year college students found that close parental attachments are adaptive when
combined with a family structure that supports individuation. The results were consistent
with theoretical expectations, with insecure attachment characteristics and maladaptive
family structure dimensions, such as parental marital conflict and perceived family anxiety
about separation, associated with difficulties in social competence and psychological
symptoms. However, male students did not show significant results. ( Kenny, Maureen E.,
Donaldson, Gail A., 1992)

Separation-individuation issues can cause stress for college students, especially in immigrant
families, who face variations in adaptation and acculturation rates to Western culture.
Generational boundaries in immigrant families are more rigid than in American families, and
children may not respect their elders and accept their advice. As the child acculturates,
different value systems between parents and children can challenge the family's rules and
expectations, making the college experience more stressful. Students from minority cultures
may report concerns over parental expectations and a lack of understanding regarding the
demands of a competitive university environment, leading them to question their ability to
rely on family for support or guidance during their college experience. (Myers et al,1993)

A study of 62 high school students, 28 of whom were planning to attend college, found that
those who left home had a more negative relationship with each parent and experienced more
family-related stress. However, they had more contact with each parent. Interestingly, no
attachment differences were found among students who lived at home while in college,
suggesting that individual differences in attachment state may be exacerbated by stressful life
experiences. (Larose et al,2005)

Need/ rationale for study

The importance of conducting this research is the idea that the process of individuation
occurs dominantly during this age bracket of early adulthood. The idea as Mahler talks about
is that the process of individuation is innate in human beings but cannot occur without
autonomous separation. The idea of first-time separation from family members in young
adults for higher education directly affects the process of individuation in various social
psychological, emotional and behavioural domains in an individual and hence becomes a
concern of this research to explore. This case study holds importance to the researchers as
they also belong to the same age range and therefore are experiencing the effects of
separation in their overall sphere of identity formation.
Inclusion criteria:

Based on personal accounts and narratives and the knowledge gained through the review of
literature this study is conducted on second-year college students within the age bracket of
18-20 years who have migrated from different states to Delhi for higher education and
currently live in pg, flat or hostel accommodation and have been separated for a year from
their families. The rationale behind the age restriction in the study is the idea that students
who are 18 have just turned adults and therefore have gained autonomy in various domains of
their life which reflects less dependency on adults and more freedom towards the idea of
individuation. A minimum period for separation is taken to be 1 year as after immediate
separation it will be difficult for the participants to sink in with the idea and the process of
individuation would not begin instantaneously. Adults above 20 years are not included in the
study due to the extent of duration for which they have been separated from their families
which might result in greater individuation in these individuals. This would restrict our
understanding of studying the impact of immediate separation from the family on the process
of individuation. The study does not include students who migrated from NCR based on the
rationale that they have an easier opportunity to visit their family at their disposal which may
affect our idea of separation as defined in the study. The study is inclusive of all genders.

Objectives

To study the effects of family separation on the process of individuation through the
subjective experiences of college students.

This study links the concept of individuation with family separation as during early adulthood
and in college students, family separation is the most important variable that heavily impacts
the process of individuation. During this process, students gain freedom and autonomy for the
first time in terms of decision-making and opinion formation and thus develop their own way
of thinking and forming attitudes. Living alone brings various challenges and adjustment
issues with it and dealing with these issues aids in the process of individuation.

In this study, the effects of individuation on college students are studied under four different
domains which include social, psychological, emotional and behavioural. The psychological
domain includes questions related to effects on their mental well-being and changes in
feelings and thoughts. The emotional domain covers the changes in their emotional state
before and after separation. The social domain includes their adjustment in the social circle
and how their relationships with friends and peers affected the process of individuation after
separation and behavioural includes the changes in their behavioural habits pre and post-
separation.

Methodology

Case study method

The case study method often entails the simple act of observing the unfolding events in the
life of a solitary participant or a specific group of individuals, such as a school class or a
particular social cohort—this approach is known as idiographic. Case studies provide
researchers with the means to delve much deeper into a subject than attempting to manage a
large number of research participants, as is the case with a nomothetic approach, where the
goal is to create generalized findings.

The case study includes an in-depth, intensive and well-targeted investigation of events. They
were used in many different disciplines including sociology, politics theory, history, social
anthropology, education and psychoanalysis Both qualitative methods can be used in case
studies and quantitative research methods. However, despite such diversity, it is possible to
identify several definable characteristics of a case study.

Defining
features of case
studies

Idiographic Attention to A temporal A concern with

Triangulation
perspective contextual data element theory

1. Ideographic perspective
The case study aims to understand a particular case for its uniqueness and particularity rather
than being nomothetic in nature which means to generalize human behaviour by averaging
out individual variation.

2. Attention to contextual data

A comprehensive method is used in case study research, which takes the case and its
circumstances into account. This indicates that the investigator considers how the different
the case's dimensions are related to or interact with its surroundings. Consequently, even
though specific circumstances must be recognised as the study's primary emphasis, they are
unable to be examined separately.

3. Triangulation

Case studies use data from several sources to provide a comprehensive grasp of the topic
being studied. This could entail using several methods for gathering and analysing data while
keeping a single case study as a framework. Because it enables the researcher to examine the
case from several angles, triangulation enhances case study research. This in turn makes it
easier to understand the case's numerous facets and how it fits into its various contexts—
social, physical, symbolic, psychological, etc.

4. A temporal element

In case studies, events are examined over an extended period of time.

. Processes that occur throughout time are the focus of case studies. This indicates that a key
component of case studies is their emphasis on growth and change.

5. A concern with the theory

Theory generation is facilitated by case studies. Theoretical formulations and hypotheses can
arise from the thorough investigation of a specific instance, which might yield insights into
social or psychological processes. The connection between case studies and theory building is
demonstrated by Freud's psychoanalytic case studies. According to Hamel (1993: 29), "All
theories are initially based on a particular case or object." Furthermore, case studies can be
used to test ideas that already exist or to elucidate or expand upon them by, for instance,
examining unusual or extreme examples. research.
It's important to note that the case study itself is not a distinct research method. Instead,
researchers choose specific data collection and analysis techniques that are suited to
generating materials suitable for case studies. These techniques may include qualitative
methods like semi-structured interviews, participant observation, or keeping diaries.
Alternatively, personal artefacts like letters, photographs, and notes, as well as official
documents such as case notes, clinical records, and appraisal reports, can also serve as
valuable sources of data. The information gathered through these methods can be scrutinized
using various analytical theories, like grounded theory, interpretative phenomenological
analysis, or text interpretation (such as thematic coding). All the mentioned approaches rely
on predetermined categories during analysis and primarily take an ideographic perspective,
emphasizing the individual case without drawing comparisons to a reference group.

Smith(1993) identifies two more methods as an analytical tool for case studies:

1. Twenty Statement Test

This test was given by Gordon(1968) and is used at different points in time to identify
changes in self-perception where participants are asked to give 20 answers to the question
‘Who or what are you? The answers begin with the statement ‘I am..’. The answers of the
participants are explored in terms of content and sequence.

2. Repertory grids

This method was described by Kelly(1955) where participants are asked about the constructs
they use to make sense of the social world around them.

TYPES OF CASE STUDIES

A case study may involve dealing with a person, group, location, organization and events. A
case study on a person involves one single individual while a group case study involves a set
of people such as a family or group of friends. Locational case study involves the study of a
particular place while organizational case study is a study of a single organization or
company and the people acting on it. Case studies of events may study a particular social and
cultural event along with its interpretation by the people participating in it.

There are several case study designs used by the researcher:

Intrinsic Case Studies
Intrinsic case studies only reflect
themselves. The Intrinsic case studies select
cases based on their fascinating in and of
themselves. The investigator wishes to learn
more specifically about them, as opposed to
a more widespread issue or occurrence. One
may say that cases for intrinsic case studies
are pre-specified in that the research is
predicated on their inherent curiosity.
For instance, individuals with uncommon
illnesses or customers with Unusual issues
might make good candidates for inherent
examples of cases
Single case studies
Case studies consist of the detailed
exploration of a single case.
Single case studies are either of intrinsic
interest to the researcher or provide an
opportunity to test the applicability of
existing theory.
The reason for choosing an intrinsic case
study might include a critical test for a well-
formulated theory, a case of intrinsic
interest to the researcher, previously
inaccessible case.
Instrumental Case studies
The cases serve as examples of wider-
ranging phenomena. They are chosen to
give the researcher a chance to investigate
the phenomenon of interest. In this instance,
a phenomenon (such as disease recovery,
fame, or mourning) is identified by the
study question, and the examples are chosen
to investigate "how the phenomenon exists
within a particular case" (Stake 1994: 242).
In this concept, those who are going through
the phenomenon of interest—such as the ill,
the famous, or the bereaved—make up
appropriate cases for examination.
Multiple case studies
Multiple case study involves comparison of
series of cases.
Multiple case study provides the researcher
with an opportunity to generate new theories
which is based on the comparative analysis
of these multiple cases that may provide
common thread.
Analysis of first case may lead to tentative
hypothesis which can be explored in the
light of subsequent cases.

Descriptive Case studies
It is concerned with providing a detailed
description of a case within its context.
It believes that the description will generate
new insights and therefore will provide a
better understanding of the nature of the
phenomenon under investigation.
Naturalistic Case Studies
Naturalistic case study research is carried
out in naturalistic, real-world contexts and
focuses on a single case as the unit of
analysis. The researcher approaches the case and analysis. It works with a set of
with an open mind and without previously
defined hypotheses, allowing patterns,
propositions and formulations to emerge
from the data.
Multiple case studies are instrumental.
Explanatory Case studies
It aims to generate explanations for
occurrences and therefore the description is
accompanied by an explanation at each step.
It goes beyond mere narrative and
explanation but the provision of sufficient
evidence is of paramount importance in
these case studies.
Pragmatic Case studies
Pragmatic case study research is more
focused, beginning with a well-defined
research question that guides data collection
propositions that identify key areas of
interest and which function as hypotheses
which are tested while conducting the
research.
The aim of pragmatic case study is to
produce a set of revised propositions.
When to use the case study approach

Yin (2003) suggests that a case study approach is appropriate when the study aims to answer
"how" and "why" questions, cannot manipulate behaviour, covers relevant contextual
conditions, or has unclear boundaries between the phenomenon and context. For example,
Baxter's study on nursing students' decision making aimed to determine factors influencing
their decisions. However, the case study must consider the context, the School of Nursing,
and clinical and classroom settings, as these settings are where decision making skills are
developed and utilized. A true picture of nursing student decision making requires
considering the context within which it occurred.

Steps in a case study

When doing contemporary case studies, three steps provide a helpful framework for the
minimal design work

1) Defining the case

The first step in a case study is to define the "case" that you are studying. This helps organize
your study and allows you to redefine the "case" after collecting early data. A case is
generally a bounded entity, such as a person, organization, behavioral condition, event, or
social phenomenon. It serves as the main unit of analysis in a case study and can have nested
units within it. When defining a case, set a high bar and focus on as important, interesting, or
significant a case as possible. What makes a case special may include a distinctive, unique, or
revelatory event or subject, such as a major organization's revival, a new medical procedure,
gang violence reduction, political election, dramatic neighbourhood change, or natural
disaster. If no distinctive event is available, you may choose a common or everyday
phenomenon. To select a compelling theoretical framework for your case study, consider the
fact that your case study can contribute to the research literature. One popular theme is
choosing an otherwise ordinary case associated with an unusually successful outcome.

The first step in a case study is to define the "case" that you are studying. This helps organize
your study and allows you to redefine the "case" after collecting early data. A case is
generally a bounded entity, such as a person, organization, behavioral condition, event, or
social phenomenon. It serves as the main unit of analysis in a case study and can have nested
units within it. When defining a case, set a high bar and focus on as important, interesting, or
significant a case as possible. What makes a case special may include a distinctive, unique, or
revelatory event or subject, such as a major organization's revival, a new medical procedure,
gang violence reduction, political election, dramatic neighborhood change, or natural disaster.
If no distinctive event is available, you may choose a common or everyday phenomenon. To
select a compelling theoretical framework for your case study, consider the fact that your case
study can contribute to the research literature. One popular theme is choosing an otherwise
ordinary case associated with an unusually successful outcome.

2) Selection of methods of data collection and analysis

There are multiple methods of collecting data in a qualitative case study and will depend on
the type of case study chosen by the researcher along with the research question one is
interested in. For instance, if the researcher is interested in an individual's life event, a
combination of semi-structured interviews and diaries is appropriate. For establishing an
individual's educational trajectory, they should consult school reports, assessments, and their
own account of their experiences. Triangulation is essential in case study research, as it
enriches and completes knowledge, allowing for a better understanding of how bounded, yet
integrated systems function over time.

3) The role of theory

Case study research plays a crucial role in theory development. It is based on initial theory or
study propositions, which direct the researcher's attention to the specific concepts being
examined. These concepts may include childhood experiences, social relationships,
psychological symptoms, social beliefs, or personal expectations. The design of a case study
embodies a "theory" of what is being studied, and all case studies should be preceded by
statements about what is to be explored, the purpose of the exploration, and the criteria by
which it will be judged. Case studies can be used to test existing theories or as a starting point
for the generation of new theories. When used to test existing theories, single-case studies can
establish the limits of generalizability, while when used to generate new theories, they can
facilitate conceptual refinement or lead to new insights and interpretations. Case study
researchers hold different views on the extent to which case study research allows for the
generalizability of its findings.

4) Writing up

Case studies, like most qualitative research, can be presented in various ways and have no
standard format. The report should include information about the participant(s), a detailed
account of the data collection and analysis methods, and a discussion of the implications of
the findings. It should also identify the purpose of the study and its terms of reference. The
case study report can only provide a partial understanding of an individual's experiences and
behaviours within a specific situation. Researchers disagree on the extent to which case study
research should move beyond detailed descriptions and provide explanations for its
occurrence. Some argue that case studies should translate information and introduce
explanatory concepts, while others recommend focusing on the case's uniqueness and
particularity. It is important to differentiate between the description of events and the
researcher's interpretation of these.

Various methods used in a case study

1) Observations:

Direct observations in a field setting are a common method for collecting observational data
in case studies. This involves using one's five senses, taking field notes, and creating a
narrative based on observations. Mechanical devices like audiotape recorders or audio-video
cameras can also be helpful. The narrative must present the observational evidence with a
careful note, ensuring neutrality and factuality. Alternatively, a formal observational
instrument can be used to report the observational evidence. A formal workplace instrument
can define the frequency and nature of supervisor-employee interactions and other observed
interactions, such as two-way dialogues between doctors and patients or teachers and classes.

2) Interviews:
Open-ended interviews, also known as nonstructured interviews, are a valuable source of
evidence for case studies. These interviews can provide richer and more extensive material
than data from surveys or survey instruments. They can be conducted over multiple occasions
or over a day, allowing for a flexible format that allows for the exploration of participants'
construction of reality and their thoughts about situations. These insights can be particularly
valuable when the participants are key persons in the organizations or communities being
studied.

3) Archival records:

Archival data, including information from electronic records, libraries, and paper files, is a
common source for research. It can be quantitative or qualitative and can be subject to biases
or shortcomings. For example, police records may not accurately reflect crime rates, school
systems' reports may be undercounted, and the U.S. Census may be undercounted due to
geographic differences. Mass media editorial leanings can also affect coverage and detail. To
counteract biases, case studies relying heavily on archival data should be sensitive to these
biases and consider using opposing media orientations.

Ethical considerations

Case studies are a sensitive type of research that focuses on the details of individual
participants' life events, requiring sensitivity to confidentiality and anonymity. If a
participant's life event could be identified by readers, researchers must make modifications to
the material to prevent identification. Bromley suggests that alterations can be made to render
the case unrecognizable while preserving the study's form and content. Participants should be
informed about the limitations of access to records, documents, and other materials before
data collection. Participants should be provided with drafts of their cases and their feedback.
Some researchers take an interactive approach, involving them in ongoing discussions about
emerging interpretations, which can generate therapeutic gain through reflection. Case studies
require strict ethics and good manners, as qualitative researchers are guests in private spaces.

Evaluation

Advantages of the case study method (Searle 1999):

1. Stimulating new research: Occasionally, a case study will draw attention to an unusual
behaviour that may inspire further investigation. For instance, Luria's research on the
memory man "S" allowed scientists to start looking into instances of atypical memory
capacities and the cognitive processes that underlie such events. It is improbable that this
field of study would have been opened up in the same way without the case study.

2. Contradicting established theory: There are situations when case studies defy accepted
psychological ideas. As an example of a case study that questioned the conventional wisdom
that the formative years are crucial for a person's social development, Searle cites the case
study of the extremely poor Czechoslovak twins and the amazing recovery they displayed
when placed in a loving social environment.

3. Giving new insight into phenomena or experiences: Because case studies are so rich in
information, they can give insight into phenomena, which we could not gain in any other
way. For example, the case of S.B., a blind man given sight in adulthood, gave researchers a
particularly detailed insight into the processes and experiences of perception, highlighting
aspects of the experience, which had not yet previously been suspected.

4. Permitting investigation of otherwise inaccessible situations: According to Searle, case

studies allow psychological researchers to look at situations that aren't feasible to create in lab
settings. One instance of this is the story of Genie, the extremely poor kid whose
circumstances allowed researchers to examine the impact of severe social deprivation
sustained from early childhood through adolescence. It would be completely immoral and
impossible to set up such a scenario for study, but when social workers found Genie, the case-
study technique allowed for much deeper insights into the causes, processes, and outcomes of
her suffering and rehabilitation.

Disadvantages of case study:

Searle (1999) identified some disadvantages to case study research.

1. Replication is not possible: Data that is unique can only be used by one individual. This is
a virtue for some study designs but a drawback for others as it prevents findings from being
duplicated, which results in very low-reliability measures.
2. The researcher’s subjective feelings may influence the case study (researcher bias) :
Both the collection of data and the interpretation of them. This is notably true of many of the
well-known case studies in the annals of psychology, including the one that Freud
documented. There is a chance that the researcher will be biased when doing unstructured or
clinical case studies since their interpretations may affect how the data are obtained.

3. Memory distortions: Rebuilding the case history primarily from memory means that
details about earlier encounters and events may be notoriously prone to distortion. Very few
people keep meticulous records of every detail of their lives, and people frequently tend to
concentrate on things that are significant to them even though they may not be aware of other
potential influences.

4. Not possible to replicate findings: Serious problems in generalising the results of a

unique individual to other people because the findings may not be representative of any
particular population.

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Adjustment in College Students: A Construct Validity Study of the Separation-
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Mattanah, J. F. (2004). Parental Attachment, Separation-Individuation, and College Student

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