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Introduction Results
Separation-individuation is a crucial developmental process by which
Table 1 reports internal consistency and correlations of dysfunctional
adolescents establish self-other boundaries in the context of mutually-
separation-individuation with SITA, RADS, and the self-image and self-
validating relationships. The goal is relational autonomy whereby
concept scales, partialing age. The internal consistency of scales was
independence and self-governance are affirmed within the context of
satisfactory. Dysfunctional separation-individuation was unrelated to
ongoing relational commitments. Hence the developmental task for
healthy separation but moderately correlated with other SITA scales.
adolescents is to flexibly manage separation and connectedness while
Dysfunctional separation-individuation was also associated with more
avoiding the undesirable outcomes of fusion and enmeshment, on the TABLE 1 depressive symptoms, poorer self-image and poorer family and social
one hand, and complete detachment and isolation, on the other.
Internal Consistency Estimates and Partial Correlation of Dysfunctional self-concept. Grade x Gender ANOVA revealed a significant Grade effect
Moreover disturbances in separation-individuation are assumed to
Separation-Individuation with Indices of Mental Health, Adjustment, and for Self Dysfunction (p < .03), with 6th-graders reporting more self-
adversely affect psychosocial functioning across a broad range of
Separation-Individuation (Partialing Age) dysfunction than 7th- and 8th-graders. .
functioning.
Dysfunctional
There are few assessment options available for measuring dysfunctional Separation-Individuation
separation-individuation, and none that can function as a diagnostic Self Relational Total
screen. The purpose of this study was to investigate further the construct
validity of a new measure of dysfunctional separation-individuation. This
( α = .79) (α = .82) (α = .88) Summary
measure was adapted from a 39-item scale that was originally designed Separation-Individuation
Dysfunctional separation-individuation was positively related to
to assess pathology of separation-individuation as manifested in Test of Adolescence (SITA) engulfment and separation anxiety, self-centeredness and dependency
borderline personality symptoms, including differentiation failure, splitting Engulfment Anxiety (α = .79) .49 .44 .50 denial, and unrelated to healthy separation. It counterindicated
and relational disturbance. However, in a series of studies, Lapsley and measures of positive adjustment, including mastery coping, superior
his colleagues identified a19-item scale that demonstrates strong Self-Centeredness (α = .85) ns .20 .20 adjustment, family and peer relations, and two indices of self-concept,
psychometric properties, including predictions of insecure attachment but was positively correlated with depressive symptoms.
style, poor college adjustment, depression and psychiatric symptoms.
Separation-Anxiety (α = .76) .45 .29 .39 The results support the convergent and predictive validity of dysfunctional
Moreover, confirmatory factor analysis has confirmed two subscales that
reflect the dual nature of the task of separation-individuation: self and separation-individuation, although its two subscales do not appear to
relational dysfunction. In the present study we (1) assess the construct Dependency Denial (α = .85) .46 .45 .49 offer interpretive advantages over the total scale.
validity of this new measure in a sample of young adolescents and (2)
attempt to determine the utility of the two subscales in differentiating self Healthy Separation (α = .74) ns ns ns
and relational dysfunction.
Self-Image Questionnaire
for Young Adolescence (SIQYA)
Selected References
Christianson, R.M. & Wilson, W.P. (1985). Assessing pathology in the
Participants Mastery Coping (α =.69) -.43 -.45 -.47 separation-individuation process by means of an inventory. J. of
Nervousand Mental Disease, 173, 561-565.
One hundred forty-five adolescents in 6th-grade (N = 20, 11 females, Superior Adjustment (α = .66) -.21 -.27 -.26
Mean age = 12.05), 7th-grade (N = 54, 31 females, Mean age = 12.98)
Lapsley, D., Aalsma, M. & Varshney, N. (2001). A factor analytic
and 8th-grade (N = 71, 39 females, Mean age = 13.77) participated.
Family Relations (α = .87) -.32 -.19 -.27 andpsychometric analysis of pathology of separation-individuation. J.
Participants were predominantly Caucasian from a rural middle school in
of Clinical Psychology, 57
the Midwest.
Peer Relations (α = .81) -.25 -.26 -.27
Lapsley, D. & Horton, M. (2002). The construct validity of pathology of
Multidimensional separation-individuation (PATHSEP). Biennial Meeting of the Society
Instrumentation Self-Concept Scale (MSCS) for Research on Adolescence, New Orleans.
Dysfunctional separation-individuation was measured by the 19-item Family Self- Concept (α = .96) -.32 -.19 -.27
Lapsley, D. & Edgerton, J. (2002). Separation-individuation, adult
scale (10-step Likert format) which includes a self-dysfunction (9 attachment style and college adjustment. J. of Counseling and
items) and relational dysfunction (10 item) subscale. Participants Social Self- Concept (α = .92) -.25 -.27 -.27
Development, 80, 485-493
also responded to 5 subscales from the Separation-Individuation Test
of Adolescence (SITA) selected on the basis of their differential Reynolds Adolescent .42 .30 .30
Levine, J., Green, C. & Millon, T. (1986). The separation-individuation
relationship to MMPI adjustment; to the Reynolds Adolescent Depression Scale (RADS) test of adolescence. Journal of Personality Assessment, 50, 123-137.
Depression (RADS) scale; to 4 subscales from the Self-Image
Questionnaire for Young Adolescents; and 2 subscales from the
Multidimensional Self-Concept Scales. Contact Information
Dan Lapsley
Department of Educational Psychology
Ball State University
Muncie, IN, 47306
dklapsley@bsu.edu
Ph. 765.285.8500
**Presented at the Annual Meeting of the Midwest Psychological Association, May 2005**
