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In fact, it may be heightened by their choice to pursue a college education. Immediately after graduating from high school, some graduates choose to enter the work world. As a result of this choice, they may become financially independent from their parents. But college students have chosen to grow and learn new skills that take years to develop, so they probably need at least some degree of dependence on their parents.
實際上，這種矛盾可能因為他們選擇接受大學教育而升級。高中一畢業，一些畢業生選擇進入職場開始工作。這種選擇的結果就是他們在經濟上獨立于自己的父母。但是，大學生選擇了再花幾年時間來發展自我和學習新的技能，因此，至少在某種程度上他們往往還要依賴于自己的父母。
In his April 1984 article "Psychological Separation of Late Adolescents from Their Parents" in the Journal of Counseling Psychology, J. A. Hoffman observed that there are four distinct aspects to psychological separation from one's parents. First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. Second, there is attitudinal independence, which means that individuals learn to see and accept the difference between their own attitudes, values, and beliefs and those of their parents. The third process of psychological separation is emotional independence. Hoffman defines this process as "freedom from an excessive need for approval, closeness, togetherness, and emotional support in relation to the mother and father." For example, college students would feel free to select the major that they want to pursue without feeling they must have parental approval. Fourth is freedom from "excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father."
1984年4月，J.A.霍夫曼在《咨詢心理學雜志》上發表了題為“青春期末期的孩子與父母在心理上的分離”的文章。他在文章中對孩子與父母的心理分離的四個不同方面作了論述。第一，自理獨立，它包括個人處理實際事務和個人事務的能力，比如理財、自主選擇穿什么樣的服裝以及決定日程安排等。第二，觀點獨立，也就是說學生學會認識和接受自己與父母在態度、價值觀和信仰上的差異。第三個心理分離的過程是情感獨立。霍夫曼將這一過程定義為“擺脫對父母的贊許、親近、陪伴以及情感支持的過分依賴的過程”。例如，大學生能夠自由選擇自己想學的專業，而不會覺得必須經過父母同意。第四方面則是擺脫“與父母有關的過度的內疚、焦慮、懷疑、責任、壓抑、反感以及憤怒”。
