| Summary: | 碩士 === 國立東華大學 === 課程設計與潛能開發學系 === 101 === The goal of this research was to investigate the theme and the content represented during the pre-teenagers’ developmental process of separation-individuation. The researcher adopted a narrative research method to analyze writing works from a class of the 5th graders through a thematic writing teaching process based on the separation-individuation structure. A narrative analysis was conducted following the steps suggested by Crossley (2000) , while referencing to McAdams ‘s (1993) life stody theory as well.
The results showed that before thematic writings, participants’ themes of separation-individuation reflected how they wanted to “think differently from their parents” and “get rid of limitation, ask for more freedom”. After thematic writing teaching participants revealed such separation-individuation themes as （a）self-image and peer recognition; （b）I am different from you---the beginning of differentiation (hatching step); （c）learn to grow up---practicing step; （d）try and practice over and over again---practicing and rapprochement step, the repeated melody. In general, during the practicing stage, participants expressed themselves by showing how they are different from their parents in thoughts and behaviors. Later, when they got more life experiences and face the social reality, they turn to be longing for the supports from their parents, and enter the rapprochement step.
Moreover, the research selected four students form the same classroom to analyze their separation-individuation issues in depth. The researcher found five main themes as follows:（a）the companion to the observer---I need you to do this; （b）enlarging the unpleasant behaviors of parents; （c）building up the mode of communication through conflicts; （d）in search of the self through developing their hobbies;（e） I want us to be together---the way of maintaining friendship.
Moving through the course of separation and individuation with the accompanied life themes, participants explored the content of separation-individuation and revealed in the dimensions below: （a） searching for the meaning of growing up; （b）searching for the meaning of making decisions; （c） the upturn of intimate support----peer relationships in adolescence. Finally, the researcher provided personal observations, reflections, and suggestions according to the course and the results of the study.
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