Tamar Müge, Bildik Tezan, Kösem Figen Sen, Kesikçi Hande, Tatar Arkun, Yaman Bora, Erermis Serpil, Ozbaran Burcu
Department of Child Psychiatry, School of Medicine, University of Ege, Izmir, Turkey.
Adolescence. 2006 Spring;41(161):177-84.
The aim of the present study was examine the characteristics of separation-individuation in Turkish high school students and to investigate the contribution of sociodemographic variables on this second individuation process of adolescence. The sample consisted of 618 adolescents between the ages of 14 and 18 in three urban and two rural high schools (338 females and 280 males). Measures used included a demographic questionnaire and the Separation-Individuation Test of Adolescence (SITA), developed by Levin, Green, and Millon (1986). Results indicated that the 16-year-old group had significantly higher mean scores on the Engulfment Anxiety, Dependency Denial, and Rejection Expectancy subscales than the 15-year-old group. Males had significantly higher scores on the Practicing-Mirroring subscale than girls. Tenth graders had significantly higher mean scores on the Practicing-Mirroring, Nurturance Seeking, Peer Enmeshment, Teacher Enmeshment, and Healthy Separation subscales but the mean scores on the Dependency Denial and Engulfment Anxiety subscales decreased. The means scores on the Practicing-Mirroring, Dependency, Denial, Separation Anxiety, Teacher Enmeshment, and Rejection Expectancy subscales were significantly different among the socioeconomic status groups. Also, rural adolescents can be distinguished from urban counterparts by their increased tendency to perceive themselves as self-centered, to experience separation anxiety, to seek close interpersonal ties with caretakers, teachers, and peers, and by an integration of needs for dependence and independence. The general pattern of results investigating the separation-individuation development of Turkish adolescents suggested that compared with individualistic Western cultures, Turkish culture stressed the importance of connection as well as separation and psychic restructuring and interpersonal relatedness changes leading to an autonomous self within relational contexts.
本研究的目的是考察土耳其高中生分离-个体化的特征，并调查社会人口统计学变量对青少年这一第二个体化过程的贡献。样本包括三所城市和两所农村高中的618名14至18岁的青少年（338名女性和280名男性）。使用的测量工具包括一份人口统计学问卷和由莱文、格林和米隆（1986年）编制的青少年分离-个体化测试（SITA）。结果表明，16岁组在吞噬焦虑、依赖否认和拒绝预期分量表上的平均得分显著高于15岁组。男性在实践-镜像分量表上的得分显著高于女孩。十年级学生在实践-镜像、寻求养育、同伴卷入、教师卷入和健康分离分量表上的平均得分显著更高，但在依赖否认和吞噬焦虑分量表上的平均得分有所下降。在社会经济地位组中，实践-镜像、依赖、否认、分离焦虑、教师卷入和拒绝预期分量表的平均得分存在显著差异。此外，农村青少年与城市青少年的区别在于，他们更倾向于认为自己以自我为中心，体验分离焦虑，寻求与照顾者、教师和同伴建立密切的人际关系，以及整合依赖和独立的需求。对土耳其青少年分离-个体化发展的总体研究结果表明，与个人主义的西方文化相比，土耳其文化强调联系以及分离和心理重构的重要性，人际关系的变化会导致在关系背景中形成自主的自我。
