Separation-Individuation Test of Adolescence

Levine, John B.; Green, Catherine J.; Millon, Theodore

doi:10.1037/t33351-000

Cited by 56 publications

(103 citation statements)

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“…These two measures have been developed to capture aspects of Mahler ' s childhood separationindividuation phases as applied to adolescence (Hoffman, 1984 ;Levine, Green, & Millon, 1986 ;Mahler & Furer, 1968 (Anderson, LaVoie, & Dunkel, 2007 ;Holmbeck & McClanahan, 1994 ;McClanahan & Holmbeck, 1992 ), and it has generally been less widely used than the PSI. Further, there is stronger support for the construct validity of the PSI over the SITA (Hoffman, 1984 ;Kenny & Donaldson, 1992 ;Lapsley & Edgerton, 2002 ;Lapsley, Rice, & Shadid, 1989 ;Meeus, Iedema, Maassen, & Engels, 2005 ), with conflictual independence in particular being most consistently linked with adaptive outcomes.…”

Section: Measures Of Emotional Autonomymentioning

confidence: 99%

Attachment and Autonomy During Adolescence

McElhaney

Allen

Stephenson

et al. 2009

Handbook of Adolescent Psychology

191

172

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Section: Measures Of Emotional Autonomymentioning

confidence: 99%

Attachment and Autonomy During Adolescence

McElhaney

Allen

Stephenson

et al. 2009

Handbook of Adolescent Psychology

191

172

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“…We assessed engulfment anxiety through the same ques-897 tionnaire as in Study 1, that is, the Engulfment Anxiety 898 subscale of the SITA (Levine et al 1986). The scale was 899 internally consistent (a = .86).…”

mentioning

confidence: 99%

The Jingle–Jangle Fallacy in Adolescent Autonomy in the Family: In Search of an Underlying Structure

Petegem

Vansteenkiste

Beyers

2012

J Youth Adolescence

126

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8 Abstract The construct of autonomy has a rich, though 9 quite controversial, history in adolescent psychology. The 10 present investigation aimed to clarify the meaning and 11 measurement of adolescent autonomy in the family. Based 12 on theory and previous research, we examined whether two 13 dimensions would underlie a wide range of autonomy-14 related measures, using data from two adolescent samples 15 (N = 707, 51 % girls, and N = 783, 59 % girls, age ran-16 ge = 14-21 years). Clear evidence was found for a two-17 dimensional structure, with the first dimension reflecting 18 ''volition versus pressure'', that is, the degree to which 19 adolescents experience a sense of volition and choice as 20 opposed to feelings of pressure and coercion in the parent-21 adolescent relationship. The second dimension reflected 22 ''distance versus proximity'', which involves the degree of 23 interpersonal distance in the parent-adolescent relationship. 24 Whereas volition related to higher well-being, less problem 25 behavior and a secure attachment style, distance was 26 associated mainly with more problem behavior and an 27 avoidant attachment style. These associations were not 28 moderated by age. The discussion focuses on the meaning 29 of adolescent autonomy and on the broader implications of 30 the current findings. 31 32

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“…In the student counseling centers many psychologists recognized the existence of regression mechanisms in students' dif�iculties, such as increased dependence on parents, homesickness, passive-dependent needs and depressive states as a results of failure in confronting with and working through psychological separation experiences, especially at the beginning of studies [7,11,19,[24][25][26][27][28][29][30][31]. Then the feelings of helplessness and being overcome followed by the needs for security, acceptance and comfort were recognized in students [16].…”

Section: A Contribution Of Defense Mechanisms In Selfesteem Of Femalementioning

confidence: 99%

“…So the beginning of study represents a period of 'emerging adulthood' [21] in which demands for changes in roles and relations with others make a basis for a future rede�inition of the existing psychic structure [22]. Thus, results of students' success of adjustment to study, under in�luence of the psychoanalytic concept of adolescent development [23], were viewed as the result of adolescent development success determined by the process of second separation-individuation [7,11,[24][25][26][27][28][29][30][31][32].…”

Section: Introductionmentioning

confidence: 99%

Changes in Psychological Adjustment of Female Students During the First Year of Study: Analysis of Defense Mechanisms

Špelić¹

2014

JPCPY

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The beginning of a study represents for freshmen a dif�icult period of adjustment. Observations obtained in student counseling centers as well as in investigations of students' adjustment indicate that the beginning of a study represents for students a speci�ic crisis period determined by dealing with the experiences of 'psychological separation'. Therefore, the aim of the investigation was to prove the existence of a crisis period at the beginning of a study by investigating the change of students' psychological adjustment and their use of defense mechanisms during their �irst year of study. In regard to this aim the task of the investigation was to examine I.the signi�icance of differences in the level of psychological adjustment and defense mechanisms at the beginning and the end of the �irst year of study, and also II. the contribution and correlation of defense mechanisms to psychological adjustment.In this investigation were involved female freshmen (N=80) at the Department of Educational Sciences at the University Juraj Dobrila in Pula (Croatia).The obtained results con�irm the existence of a crisis period at the beginning of a study.i. In the investigation a signi�icant lower level of self-esteem and also a signi�icant higher level of the use of defense mechanisms were obtained at the beginning than at the end of the �irst year of study. Also ii. In these different self-esteems, during the �irst year of study, different defense mechanisms had signi�icant contribution. So at the beginning (in lower level of self esteem) a signi�icant contribution had lower mechanisms, such as projection while at the end of the �irst year of study (in higher level of self esteem) a signi�icant contribution had higher defense mechanisms such as reactive formations.iii. In the analysis of correlations among defense mechanisms and different levels of self-esteem the same results have been obtained so that at the beginning, signi�i-cantly negative correlations had lower mechanisms, such as projection, regression and compensation, while at the end of the �irst year of study, excluding projection as lower mechanism, higher mechanisms had signi�icant correlations, such as reaction formation and repression.These results contributed to the understanding speci�icities of initial studying and to developing appropriate psychological approaches in student counseling centers.

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Separation-Individuation Test of Adolescence

Cited by 56 publications

References 0 publications

Attachment and Autonomy During Adolescence

Attachment and Autonomy During Adolescence

The Jingle–Jangle Fallacy in Adolescent Autonomy in the Family: In Search of an Underlying Structure

Changes in Psychological Adjustment of Female Students During the First Year of Study: Analysis of Defense Mechanisms

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