FAMILY SEPARATION AND SELF-INDIVIDUATION 1

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

The transition from adolescence to young adulthood involves a profound journey, often
marked by the pursuit of higher education and the associated emotional and psychological
shifts. This research 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. As adolescents become young adults, they navigate the process of
individuation, asserting independence through decisions about education, friendships,
interests, professions, and travel. These choices, diverging from family expectations, pose
challenges. Successful individuation reflects self-confidence, while some individuals face
difficulties influenced by various factors. The struggle is particularly evident when choices
conflict with family values, leading to emotional strain. Recognizing the consequences of
hindered individuation or suppressing one's true self underscores the significance of
fostering a distinct and well-defined identity during the formative college years.

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
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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

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.
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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 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)
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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 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
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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.

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
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extensively in qualitative research where the aim is not to generalize but to study each case in
a detailed manner.

Definitions

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
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Defining
features of case
studies

Idiographic Attention to A temporal A concern with

Triangulation
perspective contextual data element theory

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
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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.

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
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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
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
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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 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.
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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
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
FAMILY SEPARATION AND SELF-INDIVIDUATION 12

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

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.
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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
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
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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 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:

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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) :

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.
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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
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 who is currently pursuing her
undergraduate degree in commerce from Daulat Ram College in the 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
FAMILY SEPARATION AND SELF-INDIVIDUATION 17

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 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
FAMILY SEPARATION AND SELF-INDIVIDUATION 18

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. 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
FAMILY SEPARATION AND SELF-INDIVIDUATION 19

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:

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
FAMILY SEPARATION AND SELF-INDIVIDUATION 20

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 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
FAMILY SEPARATION AND SELF-INDIVIDUATION 21

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

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 your 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 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
FAMILY SEPARATION AND SELF-INDIVIDUATION 22

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
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
FAMILY SEPARATION AND SELF-INDIVIDUATION 23

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.

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 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 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
FAMILY SEPARATION AND SELF-INDIVIDUATION 24

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.

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 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 several points could be understood
in the above case. The participant seems to be adjusted well to 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 emotionally vulnerable with her parents before coming to
college, separation from her 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 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 constantly feels overwhelmed with her emotions and thoughts and has
still not discovered healthy ways to cope with them. She believed that being around family
provided her with the support she still constantly looked out for. Behaviourally the participant
FAMILY SEPARATION AND SELF-INDIVIDUATION 25

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
behaviour while still struggling to 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.
In the capacity of a dedicated researcher, the exploration of this case study proved to
be a profoundly transformative experience. The initial phase of participant selection presented
a formidable challenge, necessitating multiple solicitations to prospective participants and
encountering the inevitable rejections that often accompany such endeavours. Even after
securing a participant, the intricacies associated with coordinating and adjusting interview
schedules to align with their convenience proved to be a demanding and exhaustive process.
Furthermore, the ethical dimension of intruding into their personal space for the interview
added a layer of complexity that required careful consideration. Notwithstanding these
challenges, the interview process itself unfolded as a profoundly poignant and emotionally
charged encounter. The participant, in the course of revisiting familial memories and
recounting the challenges faced during the nascent stages of her college journey, exhibited a
spectrum of emotions that rendered the maintenance of composure a considerable challenge
throughout the duration of the interview. However, amidst these challenges, a positive facet
emerged in the form of establishing rapport with the participant. This was facilitated by the
discovery of shared interests, leading to engaging conversations on mutual preferences
regarding television shows and films. This holistic study process engendered a heightened
sensitivity and a deeper understanding of the diverse struggles that individuals face. It
underscored the imperative to acknowledge and respect the inherent differences in the life
experiences and realities of various individuals. At the culmination of the interview, the
participant conveyed appreciation for the quality of the interview, specifically commending the
attentive and non-disruptive listening approach that created a conducive atmosphere for
discussing sensitive and vulnerable subjects. Such recognition proved both gratifying and self-
fulfilling. In summation, the overall experience of conducting this case study was intellectually
enriching, affording a nuanced understanding of the intricacies surrounding human
experiences. It imparted invaluable insights and contributed to a repository of diverse
experiences that will undoubtedly inform future research endeavors.
FAMILY SEPARATION AND SELF-INDIVIDUATION 26

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:

For further suggestions of this research, multiple case studies could be carried out where
common threads between several cases can be identified. Multiple tools under the case study
methods along with an appropriate scale can be used for a broader understanding of the topic.
Since this research involved only constructing a case summary based on the interview and
observations conducted, the recordings can be transcribed and thus appropriate methods of
analysis can be used for a deeper understanding of the topic.

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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