Revisiting adolescent separation-individuation in the contexts of enmeshment and allocentrism

Abstract

Traditional means through which successful separation-individuation occurs, although popular, have undergone criticism. In the current study, involving 188 undergraduate students from a university in the Pacific Northwest, the focus was on the attainment of separation-individuation through more contemporary means. Quantitative findings supported such contemporary means of the attainment of separation-individuation in that participants who identified as allocentric or enmeshed were able to successfully accomplish this crucial developmental task. Clinical implications call for the consideration of the supportive influence that both allocentrism and enmeshment can have on the separation-individuation of the individual.

Resisting and Redirecting: Agentive Practices Within an African American Parent–Child Dyad During Digital Storytelling

“…Research documents how children are generally dependent on others and, as they develop their competence, their dependence begins to decline, and they can display resistance (Barrera, Blumer, & Soenksen, 2011; Bradley, Pennar, & Iida, 2015; Eccles et al, 1993). Such was the case with this dyad; despite their occasional resistance, there were moments when Chant and Rem were also motivated and encouraged by their interactions.…”

Ebb and Flow in Parent-Child Interactions: Shifts from Early through Middle Childhood

“…More specifically for purposes of this study, one is likely to see shifts in the strength of association between behavioral expressions of agency on the part of children and parental efforts to guide or direct children's behavior. As they gradually become more individuated and assume more control over their own actions, children are more likely to display resistance to control by others (Barrera, Blummer, & Soenksen, 2011; Blos, 1967; Joussemet et al, 2008). By the same token, parents also have autonomy, relatedness, and competence needs; and their ego-involvement in the actions of their offspring might well move them to enacting behavioral control in situations that threaten those needs, such as when a child is non-compliant or does not stay on task (Joussemet et al, 2008).…”

Teaching personality and abnormal psychology with inclusivity.

“…To help students understand that "normality" (and thus "abnormality") is relative or culturally dependent, I encourage my students to think of behaviors that are considered normal in the United States but may be deemed abnormal elsewhere, and vice versa. For example, what may be seen as family "enmeshment" in an individualist culture like the United States may be regarded as a healthy and supportive family association in collectivistic cultures (Barrera, Blummer, & Soenksen, 2011).…”