Applying Margaret Mahler’s Theory of Separation-Individuation to Understand Autism Spectrum Disorder: A Developmental Perspective

Qunxi LU

doi:10.64663/aet.8

Authors

Qunxi LU Merlion Academy https://orcid.org/0009-0003-5024-2884

DOI:

https://doi.org/10.64663/aet.8

Keywords:

Emotional Attunement, Educational Therapy, Autism Spectrum Disorder, Theory of Separation-Individuation (TS-I), Early Childhood Development

Abstract

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aimed at enhancing emotional attunement, shared play, and self-development, its conceptual limitations, including outdated developmental assumptions and insufficient attention to neurobiological factors, warrant a cautious and supplementary use.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.

References

Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol-infused joint engagement. Child development, 75(4), 1171-1187. https://doi.org/10.1111/j.1467-8624.2004.00732.x

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787

Bahn, G. H.(2021). Margaret Mahler and the modern implication of separation-individuation theory. Psychoanalysis, 32(1), 1-10. https://doi.org/10.18529/psychoanal.2021.32.1.1

Beaulne, S. (2022). A clinician’s perspective on the communicative intention in autism: Call to reconsider our understanding of non-verbal behaviours, private and inner speech and echolalia in children with autism spectrum disorder. Journal on Developmental Disabilities, 27(3), 1–29. https://psycnet.apa.org/record/2023-54052-001

Chia, K. H. (2025). Evolving autistic behavior patterns and mental wellness across the lifespan: A 3-core experience domain perspective. Asian Journal of Medicine & Health, 23(8), 108-123. https://doi.org/10.9734/ajmah/2025/v23i81289

Hobson, R. P. (1993). Autism and the development of mind. Mahwah, NJ: Lawrence Erlbaum Associates. https://www.scirp.org/reference/referencespapers?referenceid=1320260

Hobson, R. P. (2004). The cradle of thought: Exploring the origins of thinking. New York, NY: Oxford University Press. https://www.amazon.sg/Cradle-Thought-Exploring-Origins-Thinking/dp/0330488287

Mahler, M. S. (1972). On the first three subphases of the separation-individuation process. International Journal of Psychoanalysis, 53, 333-338. https://psycnet.apa.org/record/1973-20729-001

Mahler, M. S., & Furer, M. (1963). Certain aspects of the separation-individuation phase. Psychoanalysis Quarterly, 32, 1-14. https://www.scilit.com/publications/b46f9fc322199888122e7961d791807c

Mahler, M. S., & Gosliner, B. J. (1955). On symbiotic child psychosis: genetic, dy namic and restitutive aspects. Psychoanalytical Study of the Child, 10, 195-214. https://doi.org/10.1080/00797308.1955.11822556

Mahler, M. S., Pine, F., & Bergman, A. (1975). The psychological birth of the human infant: symbiosis and individuation. New York, NY: Basic Books. https://www.scirp.org/reference/referencespapers?referenceid=3012467

Ozonoff, S., Iosif, A. M., Baguio, F., Cook, I. C., Hill, M. M., Hutman, T., Rogers, S. J., Rozga, A., Sangha, S., Sigman, M., Steinfeld, M. B., & Young, G. S. (2010). A prospective study of the emergence of early behavioral signs of autism. Journal of the American Academy of Child and Adolescent Psychiatry, 49(3), 256–66.e662. https://doi.org/10.1016/j.jaac.2009.11.009

Reda, M., Meguid, N. A., Eid, O. M., Hussein, F., & Elalfy, D. Y. (2021). Study of sensory processing deficits in autism spectrum disorder symptom triad: An Egyptian sample. Middle East Current Psychiatry, 28(1). Article No. 3. https://doi.org/10.1186/s43045-020-00082-5

Sarovic D. (2021). A unifying theory for autism: The pathogenetic triad as a theoretical framework. Frontiers in Psychiatry, 12. Article ID: 767075. https://doi.org/10.3389/fpsyt.2021.767075

Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. London, UK: Routledge. https://doi.org/10.4324/9780429482137

Trevarthen, C. (2001). Intrinsic motives for companionship in understanding: Their origin, development, and significance for infant mental health. Infant Mental Health Journal, 22, 95-131. https://doi.org/10.1002/1097-0355(200101/04)22:1<95::AID-IMHJ4>3.0.CO;2-6

Tustin, F. (1981). Autistic states in children. London, UK: Routledge. https://doi.org/10.4324/9781003090366

Wing, L., & Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders, 9(1), 11-29. https://doi.org/10.1007/BF01531288

Zwaigenbaum, L., Bryson, S., Rogers, T., Roberts, W., Brian, J., & Szatmari, P. (2005). Behavioral manifestations of autism in the first year of life. International Journal of Developmental Neuroscience, 23(2-3), 143-152. https://doi.org/10.1016/j.ijdevneu.2004.05.001