Applying Margaret Mahler’s Theory of Separation-Individuation to Understand Autism Spectrum Disorder: A Developmental Perspective
DOI:
https://doi.org/10.64663/aet.8Keywords:
Emotional Attunement, Educational Therapy, Autism Spectrum Disorder, Theory of Separation-Individuation (TS-I), Early Childhood DevelopmentAbstract
This article explores the application of Margaret Mahler’s Theory of Separation-Individuation (TS-I) as a psychoanalytic and developmental framework for understanding Autism Spectrum Disorder (ASD). While not a diagnostic tool, the Mahlerian TS-I offers valuable insights into early emotional and relational development, particularly in relation to the emergence of self-identity and attachment. By aligning the stages of the Mahlerian TS-I with developmental characteristics and challenges commonly observed in autistic children, the paper highlights how disruptions in early caregiver-child dynamics (e.g., joint attention, emotional attunement, and secure attachment) may correlate with autistic traits. Drawing on Chia’s (2025) Core Experience Domains (CEDs) and Sarovic’s (2021) Psychogenetic Triad, this paper situates the Mahlerian theory within contemporary models that emphasize neurodiversity, sensory processing, and relational engagement. While the Mahlerian TS-I can inform relationship-based educational interventions aimed at enhancing emotional attunement, shared play, and self-development, its conceptual limitations, including outdated developmental assumptions and insufficient attention to neurobiological factors, warrant a cautious and supplementary use. Ultimately, the Mahlerian TS-I can enrich case formulation and therapeutic understanding when integrated with modern, evidence-based, and neurodiversity-affirming practices.
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