Morrison,
Matthew (5/10) Separation-individuation and the development of psychological
mindedness in late adolescence and emerging adulthood (Nicholas Papouchis, Ph.D.;
Lisa Samstag, Ph.D.; Kevin Meehan, Ph.D.)
The purpose of this study was to contribute
to an understanding of the way in which the capacity for psychological
mindedness develops in late adolescence and emerging adulthood, which extends
roughly from age 18 to 35. In particular, it was interested in the relationship
between psychological mindedness and separation-individuation, which was
conceptualized as the key marker of maturity in this period of life.
Psychological mindedness and separation-individuation were hypothesized to have
a positive relationship over and above the effect of age. The study also
examined the implications of a capacity for psychological mindedness on
interpersonal problems, hypothesizing that the two are negatively related. The
sample consisted of 62 university students, who completed a demographic
questionnaire, the Psychological Mindedness Scale (PMS), the Psychological
Separation Inventory, the Relationship Profile Test, the Inventory of
Interpersonal Problems-64, and the Marlowe-Crown Social Desirability Scale.
They were also administered the Adult Attachment Interview, the transcripts of
which were coded for reflective function (RF). Results partially confirmed the
main hypotheses of the study. Aspects of separation-individuation were found to
be related to both measurements of psychological mindedness (PMS and RF). PMS
was also inversely related to interpersonal problems. An interaction was
demonstrated between RF and conflict with parents in predicting interpersonal
problems. This study points to psychological mindedness as a key developmental
variable in late adolescence and emerging adulthood. Psychological mindedness
seems to be important to the development of healthy, individuated relationships
and protection against problems in relationships.
