Separation-Individuation in Relation to Reading and Learning Inhibition in Adolescence.

The basic hypothesis of this paper is that problems in separation-individuation in infancy and/or adolescence may result in difficulties in utilizing learning skills. Furthermore, it is emphasized that the two periods of separation-individuation, while similar in many ways, have their own unique qualities and resolutions. Three case histories are presented to illustrate the basic hypothesis: The first discusses a 14-year-old male adolescent who exhibited lack of motivation and mediocre performance in school and points out the implications in the psychodynamics of his case. The second discusses a problem that originated in difficulties encountered in the first separation-individuation period even though the precipitating symptomatology was not evidenced until adolescence. The third case illustrates the fact that the individuation problems can be prominent in both developmental phases of infancy and adolescence. (WR)