Family Separation and Individuation

No consistent evidence of family separation and individuation in daily contexts

• Does not demonstrate family separation and individuation behaviours
• Relies entirely on adult direction for related tasks

Beginning to show family separation and individuation with significant support

• Inconsistent family separation and individuation; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates family separation and individuation consistently in familiar contexts

• Applies family separation and individuation reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Actively seeks emotional and decision-making autonomy from parents while maintaining attachment relationships.

• Demonstrates family separation and individuation independently across varied contexts
• Sustains performance without adult support or reminders

Applies family separation and individuation flexibly; can articulate and model it for others

• Articulates own process when applying family separation and individuation
• Transfers skill spontaneously to novel domains