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[Learning to separate together, the separation-individuation group].

Gwénäelle Andro1

  • 1Service universitaire de psychiatrie de l'enfant et de l'adolescent, psychiatrie périnatale et petite enfance, pôle femmes enfants, CHRU de Caen, Avenue Georges-Clemenceau, CS 3001, 14033, Caen cedex 9, France.

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Summary

This study introduces a weekly group therapy for children aged 3-5 to support difficult separation-individuation processes. The group, led by a child psychiatrist, runs alongside a simultaneous parents' meeting.

Keywords:
angoisseanxietydispositif groupalgroup programmeindividuationparentpsychotherapypsychothérapierelationrelationshipseparationséparation

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Area of Science:

  • Child Psychology
  • Developmental Psychiatry

Background:

  • Early childhood professionals report parental distress during children's transition to school.
  • This distress relates to the separation-individuation process, a key developmental stage.

Purpose of the Study:

  • To describe a novel therapeutic intervention for children experiencing difficult separation-individuation.
  • To support children and parents during the challenging transition into the first year of school.

Main Methods:

  • A weekly outpatient 'separation-individuation' group for children aged three to five.
  • Simultaneous weekly parent meetings.
  • Intervention delivered by a paediatric psychiatrist.

Main Results:

  • The group provides a structured environment to address painful separation-individuation.
  • It offers support for both the child and their parents during this transitional period.

Conclusions:

  • The 'separation-individuation' group is a valuable tool for managing early childhood developmental challenges.
  • This intervention aids children and parents in navigating school transitions and fostering healthy individuation.