本研究之目的是對心理分離概念作更健康的界定。 本研究所界定之心理分離是指,個體在覺得自己具有不依賴父母的行動能力下,又覺得自己的內心處於平和的狀態.心理分離包含兩個向度:1.自我負責的能力.指的是面臨自我負責發展課題(如獨立思考,日常生活的自我管理,指引,計劃未來,做決定)時,對自我能力肯定以及願意自我負責的程度;亦即,在具備功能獨立方面的能力時,在心理上又是歡喜的.2.情感需求平衡的能力.指的是在個別化課題中,依附關係可能面臨變化時,個體在與父母的關係中情感需求能獲得平衡的程度.而本研究的研究假設為,在自我負責能力以及情感需求平衡能力兩向度,表現皆好的個體在適應上,會比一個向度好但另一向度差,以及兩向度皆差的個體好。 本研究以高中,高職,五專生共395位為對象進行研究.經填答本研究自編之心理分離量表以及青少年鬱卒量表,自尊量表,生涯決定量表,偏差行為量表,自我概念量表後,獲致以下的結果: 心理分離量表抽取出四個因素與適應之關係,會因性別而有所不同.整體而言所獲得的結論是,所獲得的每一個因素對適應有不同的預測力,在心理分離概念中各代表不同的意義,也因此心理分離的兩個向度具有不同的適應意義。 對男性青少年而言,心理分離能力與整體鬱卒程度,自尊,生涯決定,自我概念,社交能力成正相關,與整體偏差行為成負相關;與不良行為,虞犯行為,犯罪行為成負相關,但相關不顯著。 對女性青少年而言,心理分離能力與整體鬱卒程度,自尊,生涯決定,自我概念,社交能力成正相關,與整體偏差行為,虞犯行為成負相關.與不良行為,犯罪行為成負相關,但相關不顯著。 經過分組,在自尊,自我概念,社交能力方面,心理分離組的表現比組二(自我負責能力低*情感需求平衡能力高),組三(自我負責能力高*情感需求平衡能力低),組四(自我負責能力低*情感需求平衡能力低)的表現皆好;在整體鬱卒方面,心理分離組與組二沒有差別,比組三,組四好.在生涯決定上,心理分離組的表現與組三沒有差別,比組二,組四好.在偏差行為方面,心理分離組與另三組沒有差別。 整體而言,本研究所修訂之心理分離概念是青少年適應的良好預測指標。 最後本研究根據研究結果提出一些本研究的供獻,並根據本研究的限制,提出未來進一步的研究方向。

<p>Traditionally seen as a time for increasing independence and autonomy, the college experience is often the first major, long-term physical separation from parents (Chickering, 1969; Chickering & Reisser, 1993). For previous generations, living away from home provided conditions for autonomy development partially based on infrequent contact with parents. In contrast, the rapid evolution of communication technology in the recent past allows today's generation of college students to connect to their parents instantly and frequently through a variety of electronic means including cellular phone calls, text messages, emails, video chats, and social media. The current study used self-report data from 180 residential college students at a mid-sized private institution in the southeastern United States to explore parent-child communication patterns as they relate to parenting styles and the development of emotional autonomy and adjustment to college. Emotional autonomy was measured with items from the Emotional Autonomy Scale (EAS; Steinberg & Silverberg, 1986). Following Beyers, Goossens, Van Calster, & Duriez (2005), a separation scale (derived from the EAS subscales of parental deidealization, nondependence on parents, and individuation) was used as a measure of emotional autonomy. Two scales from the Student Adaptation to College Questionnaire (Baker & Siryk, 1989) measured students' academic and social adjustment to college.</p><p>Results indicated that, in a given week, students reported an average contact frequency (with both parents combined) of 10.92 cell phone calls, 49.88 text messages, and 6.04 email exchanges. Contact was initiated by students and parents at roughly the same rates, and females had more contact with parents than males, in general. Facebook was more popular than Twitter and Instagram for connecting with parents through social media, and the majority of students felt either neutral or positive about being "Facebook friends" with their parents. Overall, students reported high satisfaction with both the frequency and the quality of communication with their parents. Greater levels of parental closeness significantly predicted higher satisfaction with the parent-child Facebook friendship. </p><p>The relationships between the traditional parenting styles of permissive, authoritative, and authoritarian parenting (Baumrind, 1991) were investigated in relation to communication patterns, autonomy, and adjustment. Helicopter parenting was also included as a predictor variable, though it is considered separate from the traditional parenting styles (Padilla-Walker & Nelson, 2012). Results of hierarchical regression analyses indicated that parents' higher scores on authoritarian parenting and helicopter parenting predicted more frequent cell phone contact with parents. Parental closeness also emerged as a significant, positive predictor of frequency of cell phone and total communication. Students who talked on their cell phones more frequently overall (not including parental contacts) tended to talk to their parents more often on the phone, and the same went for texting, as well. </p><p>Helicopter parenting also predicted lower emotional autonomy, which was in line with the only previous study of helicopter parenting in emerging adulthood (Padilla-Walker & Nelson, 2012). Surprisingly, authoritative and permissive parenting significantly predicted lower emotional autonomy, while authoritarian parenting was related to greater autonomy. Analyses investigating frequency of cell phone contact with parents as a moderator of this relationship indicated that more frequent phone conversations predicted decreased autonomy when parents were more authoritative. High levels of authoritarian parenting, on the other hand, resulted in higher levels of autonomy regardless of how often students talked on the phone with parents, while high contact with less authoritarian parents predicted decreased autonomy. Frequency of cell phone contact with parents was unrelated to academic and social adjustment to college. Findings are discussed in light of previous research and situated within a framework proposing that technological advances in communication have contributed to lengthening the path to adulthood.</p> / Dissertation

This study seeks to explore students’ subjective and collective experience of an experiential family therapy module within the Clinical Psychology Masters training programme. It looks at the perceptions of nine trainee therapists who used genograms and family sculpting to present their family of origin. The study takes place after the completion of the practical internship year with the purpose of exploring relevant emotional, cognitive, social and therapeutic effects of this module. A literature survey reveals that the use of genograms and family sculpting during training has received little research interest as most studies have primarily focused on their use during therapy with clients and in supervision. There is a scarcity of literature available that pertains directly to psychologists themselves and their wider social context. An exploratory review has been made to supplement the literature and pertains to experiential programmes in training in general and the psychologist’s self in training. The epistemology that directs this research falls within a postmodern frame. The experience is viewed from within the broad systems perspective. This approach acknowledges the dynamic and recursive interactions which occur between and within systems, and permits a broad perspective to be taken that is inclusive rather than exclusive. A qualitative research design was selected as it lends itself particularly well to the study of the ‘lived realities’ of people within their context and allows the information gained from the study to guide the research process. Semi-structured open-ended in-depth interviews were used as they allow for greater freedom and fewer restrictions regarding direction for the participant. A thematic analysis was carried out in order for the central themes of the experience to emerge. These themes were discussed extensively and integrated with the literature available. The multigenerational family presentation seems to create greater awareness of patterns and roles and these insights have a pervasive impact in many contexts. Understandably, the trainees feel emotionally overwhelmed as they become both observer and observed, viewing their interaction from a third-person perspective. This awareness of process results in a loss of spontaneous response and initial debilitation which is associated with feelings of loss and isolation. The self-exploratory behaviour gives rise to a reflexive reconstruction of self as a result of the access to new meanings regarding the dynamics and relationships within the family system, which enhances understanding of the complex interplay of systems, and ultimately facilitates the processes of integration, repair and resolution. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2007. / Psychology / unrestricted