THESIS

The Impact of Separation-Individuation on the Developmental Phases of Children with Disabilities and their Caregivers, and the Dance/Movement Therapy Dynamic

Abstract My research was inspired by Margaret Mahler’s work on separation/individuation (0-4 years). I used Naess Lewin’s DMT theory as my framework based on sequences of development. Much of the research on Autism Spectrum Disorder is focused on children or individuals with autism and thus more research on the child and mother/caregiver dyad is needed. The developmental trajectory of each is interwoven with the other’s developmental stages. DMT interventions can bridge gaps and promote integration of missed steps in the developmental phases of separation- individuation for both the child with disabilities and the mother/caregiver. Research followed a co-participant heuristic, arts-based methodology—a qualitative inquiry that includes personal insights by the researcher. I wrote poetry in creative response to the study from which meaningful themes emerged. Research focused on a mother and a 17-year-old child with ASD. The DMT sessions included interventions exploring emotional expression through verbal and non-verbal means (dance/movement, art, play and music). These interventions may have bridged developmental gaps that occurred in the child and mother’s developmental processes, given the child’s disability. We observed that our DMT sessions promoted an increased sense of agency, autonomy and a clarified communication between both participants, thus integrating the separation-individuation process more fully in their interpersonal relationship. Our study showed that DMT interventions can help foster therapeutic change by developing a sense of connection and attunement between the mother/caregiver and child while encouraging autonomy. DMT has a substantial role to play in bridging gaps during the process of separation-individuation.