FAMILY SEPARATION AND SELF-INDIVIDUATION 1

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

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.(Mattanah et al., 2004)

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
FAMILY SEPARATION AND SELF-INDIVIDUATION 2

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
FAMILY SEPARATION AND SELF-INDIVIDUATION 3

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
FAMILY SEPARATION AND SELF-INDIVIDUATION 4

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). Through this extensive review of literature were gained on
the idea of family separation and self-individuation which guided the researcher through the
formulation of the rationale for the study.

Rationale and need for the 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.
FAMILY SEPARATION AND SELF-INDIVIDUATION 5

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

In light of the above review of literature, three main objectives were identified:

To study the impact of family separation on college students.

To study the process of self-individuation in college students across four domains including
psychological, social, behavioural and emotional.

To explore issues related to adaptation and adjustment in college students.

Methods

The study employs a case study method to conduct an exploratory study on the topic of
family separation and self-individuation. The case study method in recent times has been
used extensively in qualitative research where the aim is not to generalize but to study each
case in a detailed manner.

Definitions
FAMILY SEPARATION AND SELF-INDIVIDUATION 6

Yin(2009) defines a case study as an empirical inquiry about a contemporary

phenomenon(eg: a ‘case’) set within its real-world context-especially when the boundaries
between phenomenon and context are not evident

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 the case study

Figure 1
Defining features of case studies

Defining
features of case
studies

Idiographic Attention to A temporal A concern with

Triangulation
perspective contextual data element theory
FAMILY SEPARATION AND SELF-INDIVIDUATION 7

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. 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.
FAMILY SEPARATION AND SELF-INDIVIDUATION 8

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) suggests two analytical tools for case studies: the Twenty Statement
Test, developed by Gordon (1968), and Repertory Grids, described by Kelly (1955). The
Twenty Statement Test is used to identify changes in self-perception by asking participants to
provide 20 answers to the question "Who or what are you?", while the Repertory Grids
method explores participants' constructs used to understand their social world.

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 vs Instrumental Case Study

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
FAMILY SEPARATION AND SELF-INDIVIDUATION 9

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

In the instrumental case study, 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.

Single vs Multiple Case Study

Single 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.

Multiple case study involves a comparison of a series of cases. Multiple case study
provides the researcher with an opportunity to generate new theories which are based on the
comparative analysis of these multiple cases that may provide a common thread. Analysis of
the first case may lead to the tentative hypothesis which can be explored in the light of
subsequent cases. Multiple case studies are instrumental.

Descriptive vs Exploratory Case Study

Descriptive case studies are 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.

Exploratory case study aims to generate explanations for occurrences and therefore
the description is accompanied by an explanation at each step. It goes beyond mere narrative
FAMILY SEPARATION AND SELF-INDIVIDUATION 10

and explanation but the provision of sufficient evidence is of paramount importance in these
case studies

Naturalistic vs Pragmatic Case Study

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 with an
open mind and without previously defined hypotheses, allowing patterns, propositions and
formulations to emerge from the data.

Pragmatic case study research is more focused, beginning with a well-defined

research question that guides data collection and analysis. It works with a set of propositions
that identify key areas of interest and which function as hypotheses which are tested while
conducting the research. A pragmatic case study aims 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
FAMILY SEPARATION AND SELF-INDIVIDUATION 11

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

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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
FAMILY SEPARATION AND SELF-INDIVIDUATION 13

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.

Evaluation

The advantages and disadvantages of the case study method is described below

Advantages of the case study method (Searle 1999):

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
FAMILY SEPARATION AND SELF-INDIVIDUATION 14

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.

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.

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.

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.

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.

The researcher’s subjective feelings may influence the case study (researcher bias) :
FAMILY SEPARATION AND SELF-INDIVIDUATION 15

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.

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.

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.

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.

PRESENT STUDY

Participants

This case study was conducted to explore the concepts of family separation and
individuation. The study also delves into the concept of adjustment and adaptation in young
FAMILY SEPARATION AND SELF-INDIVIDUATION 16

adults who have shifted cities for the pursuit of higher education. The participant in the study
is a 19 year old female college student hailing from Lucknow currently pursuing her
undergraduate degree in commerce from Daulat Ram College in University Of Delhi and is
currently in her second year. The participant was bilingual and was comfortable with both
English and Hindi. She suffered from an autoimmune disorder and decided not to disclose
any information regarding her condition.Her family consists of her mother, father, sister, and
brother, for a total of five members. Her sister, who is 2.5 years older than she is, is presently
enrolled at Lucknow's MBBS programme.Her brother, who is two years her junior, is
enrolled in the scientific stream for class 12. She finished her senior secondary education
from the commerce stream. She is the middle kid in the family. Her mother is a homemaker
while her father is a businessman who owns a pharmaceutical company. The participant
chose not to disclose the household income since she was unsure of it. In terms of the
accommodation, the participant stayed in three different places after shifting from lucknow to
delhi, and is currently living in a triple sharing room( with no roommates) in a well furnished
and equipped paid guest accommodation.

The sampling used was a purposive convenience sampling as the participant chosen
fits in the predetermined inclusion criteria for the study. It is a convenience sampling as the
participant was drawn from the same PG as that of the researcher thus based on the close
vicinity. A basic overview of what the study was about was given to the participant and an
appointment was fixed after the voluntary consent of the participant.

Design

Case study method was used for the particular study. Within the case study method
this study uses a single, instrumental exploratory and naturalistic case study. The above case
study is single as the study focused on a single person and therefore tried to find the
intricacies and in depth information about their life circumstances and how it affected the
process of individuation. The case study is instrumental as it allows the researcher to study
how the general phenomenon of family separation and individuation occurs in this particular
case and allows the researcher to gain insight about their topic of interest. The above case
study is exploratory as it aims to generate explanations through the narrative of the
participant on how family separation impacts the process of individuation based on
theoretical understanding of the phenomenon. It was a naturalistic case study as the interview
FAMILY SEPARATION AND SELF-INDIVIDUATION 17

within the study was carried out in the PG accommodation of the participant and the case was
approached with an open mind without any predetermined hypothesis.

Procedure

The study employed a thorough and exhaustive procedure. It commenced with an

extensive review of existing literature to carefully select a research topic on family separation
and self individuation where family separation is defined as a period of voluntary or
involuntary dissociation in a young individual's life for study or occupation, away from their
family and individuation is defined as ‘by which a person becomes increasingly
differentiated from past or present relational context. Subsequently, clear research objectives
were formulated, establishing the study's necessity along with the research question.
Eligibility criteria were then delineated, focusing on individuals aged 18-20 who had moved
to Delhi for higher education and resided in flats, houses, or hostels after being away from
their families for a year. Different domains of interest were identified based on the chosen
research topic encompassing social, psychological, behavioral, emotional aspects.The
participant was identified using purposive incidental sampling and a semi- structured
interview was conducted. An interview schedule was developed for the guidance and
reference of the researcher and the questions were not sacrosanct and their sequence was not
predetermined. The participant's permission was obtained before conducting interviews. A
demographic profile sheet was utilized to collect basic information including accommodation
and family details and informed consent was secured for the multi-session interviews. A
gentle reminder through a text was given to the participant before the interview was
scheduled The interviews spanned two sessions over two days, so that the sessions were not
that exhaustive for the participant. Before beginning the first session a rapport was build with
the participant so as to make her comfortable and at ease. A basic overview about the aim of
the interview was given to the participant. Each session was approximately an hour long and
detailed and in depth information was extracted from the participant through probing and by
asking clarifications such that enough information was gathered from all the four domains
structured within the research design. The interview was conducted in the participants room
where subtle observations regarding the residence, facilities and design of the room were
made.The interviews were recorded, enabling the researcher to review the content multiple
times, identify covered topics, and make inferences. The recordings were crucial for crafting
a comprehensive case summary, followed by the researcher's reflections on the obtained data.
FAMILY SEPARATION AND SELF-INDIVIDUATION 18

After the interview the participant was debriefed about the purpose of the research and was
not left emotionally raw.

Tools for the cases study

Informed Consent:

A consent form was drafted , seeking the participant's approval for their voluntary
involvement in the study and providing essential details about the research's primary
objective. The participant was specifically queried about granting consent for the audio
recording of the interview. It was communicated to the participant that the research was
undertaken for academic purposes, and they were guaranteed confidentiality with respect to
their identity and data.

Demographics Sheet:

A detailed demographic questionnaire was formulated, encompassing various aspects

of the participant's personal information such as name, age, gender, medical history,
qualifications, course of study, college, state of residence, and preferred language of
communication. Additionally, the questionnaire covered family-related details, including the
number of family members, family structure, occupations of family members, and family
income. Moreover, information about the participant's current living situation, encompassing
details about past and present accommodations, living arrangements, the number of
occupants, and provided facilities, was also included in the questionnaire

Semi-structured, in-depth interview:

An in-depth, semi-structured interview is a qualitative research technique that blends

an open-ended discussion with a planned selection of important questions. An interview
schedule was developed for the guidance and reference of the researcher and the questions
were not sacrosanct and their sequence was not predetermined. The conduction of the
interview was based on the wisdom of the interviewer. Although the guide included broader
domains to be covered under the research topic, it was not limiting and new areas were also
explored if occurred during the interview.

Subtle form of direct observation:

FAMILY SEPARATION AND SELF-INDIVIDUATION 19

Subtle forms of direct observation involve discreet and unobtrusive methods of

watching and documenting behaviors, interactions, or phenomena without directly interfering
or influencing the subject. The interview was conducted in the participant's area of
accommodation hence direct observations including the facilities, design , comfort of the
living space was noted by the researcher as field notes.

For the analysis, a case summary method was employed and no specific method of
analysis was used. The summary was crafted after thorough reviews of the recordings,
ensuring the comprehensive coverage of all identified domains. The researcher's reflections
on the data were then documented. In essence, the study followed a systematic and detailed
approach, combining interviews, observations, and reflections for a holistic exploration of the
chosen research area.

Analysis and Discussion:

The case study was a single,instrumental, exploratory and naturalistic case study conducted to
study the impact of family separation on the process of individuation in young adults. Due to
time constraints the recording of the interview was not transcripted and hence specific
methods of analysis were not implied. However a comprehensive case summary was
formulated based on the recordings and direct observations.

Demographics:

The 19-year-old female participant in this case study is in her second year of college
at Daulat Ram College in Delhi University, where she is pursuing a bachelor's degree in
commerce. The participant is a resident of Lucknow, Uttar Pradesh.The participant did
describe a physical ailment she had, but she chose not to disclose any prior medical
information about it.Her family consists of her mother, father, sister, and brother, for a total
of five members. Her mother is a homemaker while her father is a businessman who owns a
pharmaceutical company.Her sister, who is 2.5 years older than she is, is presently enrolled at
Lucknow's MBBS programme. Her brother, who is two years her junior, is enrolled in the
scientific stream for class 12. She finished her senior secondary education from the
commerce stream. She is the middle kid in the family. Her mother is a homemaker while her
FAMILY SEPARATION AND SELF-INDIVIDUATION 20

father is a businessman who owns a pharmaceutical company. The participant chose not to
disclose the household income since she was unsure of it.

In terms of the accommodation, the participant moved from Lucknow to Delhi for
further education and lived in a paid guest (PG) accommodation for her first year. The PG
was well-equipped with all amenities, but she had concerns about the spicy food. After
moving into a flat, she rented a three-bedroom apartment and lived there alone for two weeks.
After two months, she was forced to vacate the flat due to a rat problem. She moved into a
different PG in the same neighborhood and currently shares a triple room with no roommates.
The PG is well-furnished, roomy, and offers all the amenities she needs, including food,
laundry, a washing machine, and wifi. The PG also provides drop services to colleges, and
the check-in time is reasonable at 10:30 p.m. The PG provides breakfast, lunch, snacks, and
dinner, and packs lunch for the college if she doesn't return by midday. The participant enjoys
the taste and meals served at the PG. The room was well-decorated and cozy, with photos of
family members and old school friends on the wall and doodles and paintings on the wall.

Engagement with the family:

She said that she didn't have a close relationship with her parents when asked about
her relationship with the family. She does not want to discuss a lot of personal information
with her parents, but she does respect and agree with what they say. She used to only sit
together with her parents during dinner even while she was at home. She added that she didn't
get along well with her siblings either because her sister moved to Kota to prepare for Neet,
increasing the gap in their relationship. Her school friends were her closest pals and she
missed them terribly when she moved away. She believes that her relationship with her
parents has not changed since she started college. She doesn't provide them with all the
information when she calls them three times a week. "I don't like sharing because they don't
really care about how I feel," she said. Rather than her parents, she prefers to talk to her
school friends about her emotional issues and mental pain. When it comes to making
decisions, she frequently tries to make decisions on her own and ask for her parents advice
just because she feels like it's her duty to ask her parents even though she knows she can
handle it alone. She said, "I like going back home as it gives me a sense of familiarity and
everything at home is stress free." She used to visit her family every two months
FAMILY SEPARATION AND SELF-INDIVIDUATION 21

Her masi resides in Delhi among her extended family members. She visits her masi's
house usually on long weekends or during festivals, although she doesn't get along well with
her. She disputed that her family helps her emotionally, stating that her school buddies and
her partner right now are her main sources of support. "I like to go back to Lucknow because
life is easier there," she remarked. She gives herself a 3 on a scale of 1 to 10 for her ability to
emotionally adjust to the new environment.Hence, family separation did affect her in terms of
adjustment during the beginning of her college days but currently she has learned to grow
even after staying away from the family members.

Self-individuation
The process of self-individuation is explored through four main domains:

Social Domain: The social domain included questions like, Have you been able to
make new friends? Do you feel you fit in with peers here?Do you find a sense of
belongingness in the new space? etc. Regarding the social aspects, The participant
first found it easy to acclimatize to her new social settings after moving from
Lucknow to Delhi. She was eager to live independently of her family and experience
the freedom that came with moving to Delhi for college. Making new acquaintances
and interacting with people on campus did not overwhelm her, and she was receptive
to people from a wide range of backgrounds. She met friends from the same college
right away in her PG and brought them to college. She admitted that she wasn't
always social but that she had to step outside of her comfort zone in order to make
friends and meet new people. She formed a close-knit group of four friends and began
to feel like she belonged. She also believed that her friends gave her a support system,
which she insisted did not take the place of her parents but instead projected
something stronger. She did not feel like she belonged in Delhi and disliked the city
as a whole. She said, "With my friends and my room I could easily create my
lucknow in Delhi," as she explained why she would rather stay in.
Her friendships with the people she met in PG were very close to her and helped her
acclimatize to her new life, but recently she got into a disagreement with them and
voluntarily broke them off. She stated that “ after losing her friends she lost the sense
of belongingness in the city" . She also has a strong bond with her school classmates,
who have helped her a lot throughout this period of adjustment. Following the
FAMILY SEPARATION AND SELF-INDIVIDUATION 22

argument, she said, "I constantly miss my old days in Lucknow and my school life
there." She doesn't feel like she belongs because she doesn't have anyone right now.

Behavioral Domain: The behavioral domain included questions like, Has your daily
routine changed after moving away from home?Have you noticed any changes in your
eating habits since shifting here? And more. Regarding the behavioral domain, the
participant reported that following the adjustment, her daily routine remained largely
the same. When she lived with her family in the past, she also took care of her
household responsibilities including making her bed, tidying her room, and organizing
her clothes. She acknowledged that she now has more duties, such as cleaning dishes,
clothes, and other items, which is not a particularly tough chore for her. She talked
about how much she still struggles to manage all of her meals and how much she
relied on her mother for her eating schedule. She would miss meals, which made her
quite sick in the past. She observed a physical shift in her weight after realizing she
was unable to have a balanced supper. She has always had a nightly routine and still
follows one but found more control over her routine when she was at home vs now.
Based on behavioral observations, it appeared that the individual was an introvert. She
talked about how she didn't enjoy going out and that she used journaling as her
favorite pastime to cope with her emotions. She liked to read books and watch her
favorite shows as a hobby. She also talked about how she enjoys spending time alone
herself and how this alone time helps her feel peaceful and in control of her thoughts.
However she said that she no longer finds the time or the right mindset to sit down
and journal since she finds it difficult to balance her daily routine here. Journaling
about her day used to be her favorite hobby. She believed that leaving her birthplace
had increased her ability to voice her ideas and points of view. She talked about how
her parents were rather traditional and frequently had her follow their decisions,
which made her feel very limited in what she could say. She believes that she is still
learning in college and is still developing her ability to make firm opinions on topics.
She felt that academically she is struggling a little because her parents forced her to
pursue this degree and also mentioned that after coming to college all her academic
related decisions are taken by her. She acknowledged that while she is trying to build
autonomous authority over her life, it is better as compared to when she was at home.
FAMILY SEPARATION AND SELF-INDIVIDUATION 23

Emotional Domain: The emotional domain included questions like, How often do
you feel content?Do you feel angry or agitated? And more such questions were added.
She said that she had found the separation to be extremely taxing emotionally because
of some recents events that happened in her life as she lost her close friends in this
city to a fight. She was initially thrilled to be attending college and seeing the new
city, but now she couldn't feel the comfort she used to have at home. She formed
close friendships at PG and confided in them on a personal level. However, she said
that it was an emotional chaos when she had to start over after the argument, and it
was at that time that she entered a relationship, with her boyfriend serving as her main
emotional support system in addition to her school friends. She keeps her distance
from her parents and siblings by not talking to them about her emotional issues. She
talked about how she struggles to function on her own and experiences emotional
exhaustion all the time. She added that she feels like there aren't enough people she
knows around her. "I don't feel anger, but a sense of guilt that I am not able to handle
myself," she said in response to a question about how frequently she gets angry and
agitated. She said that she was more emotionally stable when she was back at home
when asked to compare her emotional selves before and after the separation.
Psychological Domain: The psychological domain included questions like, ‘Have
you felt any drastic changes to your mental well being since moving away from your
family? , ‘Do you think separation has made you mentally stronger?’ etc. Regarding
the psychological domain, the participant stated that she used to journal when she was
at home in order to relieve stress and feel good about her days. However, after
attending college, she has ceased journaling. She consequently believed that being in
her hometown improved her mental health. "There are too many negative thoughts
that I prefer not to address them at all," she said. She talked about how she has been
feeling lonely all the time lately, especially since she lost the few friends she had in
the city.``I would not say that I have developed my true sense of identity just yet; I am
still trying," she responded when asked if she felt that her identity had undergone
some sort of shift following her separation. Because the path she is taking is not one
she has chosen for herself, she is constantly unmotivated and without direction. "It's
difficult to concentrate on my studies when I don't feel emotionally and
psychologically stable,” she remarked.She is psychologically exhausted all the time,
and she finds that cleaning her environment helps her feel better.
FAMILY SEPARATION AND SELF-INDIVIDUATION 24

Issues related to adjustment and adaptation

She talked about how emotionally taxing and difficult it was for her to make the move
from home to college. She felt ill as soon as she arrived at college since she had to rely on her
mother to remind her to eat but now she has managed to do that on her own. She said that
handling her money and everyday tasks was not difficult for her, and these were two areas
where she believed she could maintain her independence. She talked about how she could
handle all of these responsibilities on her own, but that all she would really need is for her
parents to be there to support her. She talked about how tough it was for her to completely
move her bags twice when her parents weren't there to support her.She said that the only way
she feels like she has changed is that she has begun to make her own decisions. She
responded, "I would like to go back home more often but for my career I have to stay in
Delhi and that is important," when asked whether she had the opportunity to return to her
hometown.

Reflections of the researcher:

After summarizing the case and joining the threads there were several points that
could be understood in the above case. The participant seems to be adjusted well with her
surroundings in some domains while still struggling with other domains. In terms of her
relationship with her family members, since she was not very emtionally vulnerable with her
parents before coming to college, separation from family did not bring much emotional
dependency on her part. Emotionally there were certain life circumstances that the participant
had to face due to which she lost her emotional circle of friends she made in college which
also suggests that the participant is still struggling to maintain stable social relationships
around her. However, in terms of fitting in, the participant found her space within the diverse
social group and accepted her own individuality as well as the diversity around her. She felt
the belongingness and understood her role in her peer group as well as in college.
Psychologically, she is still struggling to organize her thoughts and constantly feel
overwhelmed with her emotions and thoughts and have still not discovered healthy ways to
cope with them. She believed that being around family provided her with the support she still
constantly looks out for. Behaviourally the participant seems well adjusted as she enjoyed her
independence in terms of managing chores, and making autonomous decisions for herself.
Therefore throughout her period of separation from her family, she has reached the level of
adjustment and individuation in certain domains including behavioral while still struggle to
FAMILY SEPARATION AND SELF-INDIVIDUATION 25

develop a stable adjustment in other domains.Hence the participant stands on a continuum

towards her journey to complete individuation but family separation did develop her to
discover her true identity and gain independence in certain domains as an individual.

Limitations of the study:

The researcher faced limitations in conducting a multiple case study, thereby
restricting the broader applicability of the study. Due to time constraints, a thorough analysis
was not conducted; instead, the study primarily consisted of summarizing the case study and
incorporating the researcher's insights. The constraints on time also led to a reliance solely on
interview and observation methods, precluding the exploration of the case through other
tools. Notably, no scales were employed in the study.

Future suggestions:

Conclusion:
The experience of familial separation facilitated the participant's individual growth,
fostering independence and yielding positive outcomes in various domains, particularly social
and behavioural aspects. However, challenges persist in achieving emotional and
psychological stability, indicating an ongoing process of self-individuation. The participant
remains on a continuum of adjustment and adaptation to her new environment, signifying an
evolving journey towards complete acclimatization.

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