Parental bonding in individuals with autism spectrum disorder: insights through the separation individuation lens

Simona Rogič Ožek

doi:10.33700/jhrs.5.1.210

Authors

Simona Rogič Ožek National Education Institute of Slovenia, National School for Leadership in Education, Ljubljana, Slovenia https://orcid.org/0009-0003-5739-4194 (unauthenticated)

DOI:

https://doi.org/10.33700/jhrs.5.1.210

Keywords:

autism spectrum disorder, perception of parental bonding, parent-child interaction, separation-individuation process, overprotection, professional support

Abstract

Introduction: This study examines how individuals with autism spectrum disorder (ASD) perceive early relationships with their parents, framing these perceptions within Mahler’s separation-individuation process and Bowlby’s attachment theory. Early parent-child interaction is conceptualized as a reciprocal developmental process shaped primarily by ASD-related communication profiles and parental responses to these developmental characteristics and other various factors that contribute to parent-child interaction.

Objectives: The study aims to investigate whether adults with and without ASD differ in their perceptions of parental bonding – specifically care and overprotection – and to explore how adults with ASD describe early relational experiences with both mothers and fathers.

Methods: A mixed‑methods design was applied to deepen understanding of both measurable and subjective relational patterns. Quantitatively, 38 adults with ASD and 100 adults without ASD completed the Parental Bonding Instrument (PBI), assessing each parent separately. Reliability was examined using Cronbach’s alpha, and group differences were tested with independent sample t‑tests. Qualitatively, semi‑structured interviews with 18 adults with ASD were analyzed using inductive thematic analysis to capture lived experiences of early relational processes and to triangulate quantitative findings.

Results: Adults with ASD reported significantly higher perceived maternal overprotection, whereas no differences emerged in perceived care. Qualitative analysis revealed heterogeneity in relational experiences, including emotional distance, misunderstandings, and limited autonomy, alongside examples of supportive parental behavior.

Conclusion: The findings indicate that perceptions of overprotection and relational challenges arise within a broader developmental and sociocultural context shaped by neurodivergent communication patterns, parental coping strategies, and prevailing intervention narratives. The results highlight the need for parent support programs that promote relational sensitivity, autonomy support, and a nuanced understanding of ASD-specific developmental characteristics, rather than attributing relational difficulties to parents.

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Author Biography

Simona Rogič Ožek, National Education Institute of Slovenia, National School for Leadership in Education, Ljubljana, Slovenia

I have a PhD in Social Pedagogy and a Master of Science in Psychology. I am working at the National Education Institute in Ljubljana, where I am a Senior Lecturer at the National School for Leadership in Education.

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