Individuation 个体化 The final issue which Sander defines becomes the central preoccupation for the following six months (approximately the fourteenth through twentieth). One begins to see a marked capacity in the child for self-assertion and for widening the range of his initiatives to determine and select the directions of his activity. The critical question has to do with the degree to which he can maintain his own initiative and self-assertion in the face of and in opposition to the mother's wishes and the rules which she has established 桑德所定义的最后一个问题成为接下来六个月(大约是第十四到第二十个月)的中心议题。人们开始看到这个孩子在自我主张和扩大他的主动性范围以决定和选择他的活动方向方面的显著能力。关键的问题是，在面对和反对母亲的意愿和她所建立的规则时，他能在多大程度上保持自己的主动和自我主张。 The child's initiative is not completely directed in a manner contrary to the mother's wishes, but is mixed with positive bids for reciprocal interaction with her. This in a way is a continuation of the focusing pattern of interaction which was established in the previous phase. The infant gains a new sense of gratification and apparent success when it becomes evident that he is able to maintain his own aims even when they are in opposition to the other's. Prior to this achievement, separation was reacted to as a distressing and threatening event, but now separation, both in a physical and psychological sense, can begin to be the object of the child's initiative. This links up with the familiar period of negativism which we have previously discussed. 孩子的主动性并不是完全以一种违背母亲意愿的方式来引导的，而是与与母亲相互作用的积极努力混合在一起的。在某种程度上，这是前一阶段确立的互动聚焦模式的延续。当婴儿明显地能够保持自己的目标时，即使他们的目标与别人的相反，他就会获得一种新的满足感和明显的成功。在取得这一成就之前，孩子对分离的反应是将其视为痛苦和威胁性的事件，但现在，无论是生理上还是心理上的分离，都可以开始成为孩子主动性的目标。这与我们前面讨论过的那种熟悉的否定主义时期是有联系的。 Within this developmental interaction, basic processes of initiation, reciprocation, and regulation are worked out at various levels between mother and child. The essential questions are concerned with the levels at which the infant is capable of initiating activity and the relative degree of reciprocal coordination which is then achieved in the interaction with the mother and her caretaking activity. The essential processes are mutual regulation and reciprocal response. As Sander notes, these processes inevitably contribute to the increasing differentiation—and we would add therefore, individuation—between child and mother. He comments: 在这种发展性的互动中，发起、互惠和调节的基本的过程，是在母亲和孩子之间的不同水平上制定出来的。关键的问题是婴儿开始活动的能力的水平，以及随后在与母亲的互动和她的照料活动中达到的互惠协调的相对程度。其基本过程是相互调节和互惠反应。桑德指出，这些过程不可避免地加剧了孩子和母亲之间的——因此，我们还要补充一点，个性化——差异。他评论道: Those activities initiated by the infant which become incorporated into this reciprocal coordination become differentiated from those which do not. That this should be so becomes even more reasonable as it is appreciated that stability of regulation for the infant, as the months pass, depends on this increasingly differentiated reciprocal exchange. The advanced levels include newly coordinated elements as well as features of old behavior whose coordination has already been established at an earlier level. To put the same thing into the language of adaptation: as new capacities for activity appear in the infant's behavior, as he advances chronologically, fitting together or adaptation is reachieved between infant and mother at each new level(1969, pp.197-198). 那些由婴儿发起并被纳入这种相互协调的活动与那些没有被纳入的活动是有区别的。这一点变得更加合理，因为人们意识到，随着时间的推移，婴儿的调节稳定性取决于这种日益分化的互惠交换。高级层次既有新的协调要素，也有在较早层次上已经建立协调的旧行为的特征。把同样的事情用适应的语言来解释:当婴儿的行为中出现新的活动能力时，随着婴儿按时间顺序前进，婴儿和母亲之间在每一个新水平上都重新实现了配合或适应(1969, pp.197-198)。 Sander's descriptive schema of patterns of mother-child interaction shows considerable overlap with the separation-individuation schema provided by Mahler. Thus the period of reciprocal exchange would correspond roughly to that of differentiation, while the period of growing initiative and focalization relate roughly to the practicing subphase. The added perspective which Sander's data bring to the separation-individuation process is that the basic mechanisms by which the process is carried out, while based on innate potentials in the child and dependent on the biologically determined emergence of certain ego capacities and functions, are nonetheless basically interactional, and in a direct and intimate way involve the eliciting of certain behaviors out of the matrix of the child's developmental potentialities by the stimulations and appropriate responsiveness of the mother. It also makes it quite clear that, looking at the relationship in terms of its reciprocity, the child plays a major role and is a significant contributor to the patterning and the course of the interaction which takes place between himself and the caretaking figure. 桑德对母子互动模式的描述图式与马勒的分离-个体化图式有相当大的重叠。因此，互惠交换的时期大致对应于分化的时期，而主动性和聚焦的增长时期大致对应于实践子阶段。桑德的数据为分离-个体化过程增加了这样一个视角：过程执行的基本机制，虽然是基于孩子与生俱来的潜力，和依赖于生物性决定的某些自我能力和功能的出现，但仍然基本上是互动性的，通过母亲的刺激和适当的反应，以一种直接和亲密的方式，从孩子发展潜力的母体，引出孩子的某些行为。它也很清楚地表明，从互惠的角度来看，孩子在关系中扮演着重要的角色并且是发生在他自己和照料者之间的互动模式和过程的一个重要的贡献者。