Received 07/03/14

Revised 11/11/14
Accepted 12/11/14
DOI: 10.1002/jocc.12069

Adlerian Therapy With Recently Romantically

Separated College-Age Women
Alessandra Rhinehart and Melinda M. Gibbons
Most female students in college will experience the breakup of a romantic relationship. Romantic separa-
tion can negatively affect their emotional state, social relationships, and understanding of personal identity.
Adler’s theory of individual psychology (IP), with its focus on social interest and personal worldview, is a
useful theoretical framework for assisting this population. In this article, the authors offer a case study to
illustrate how college counselors can use an IP approach to meet the unique needs of recently romantically
separated college women.

Keywords: Adlerian therapy, romantic relationships, college students

A
lfred Adler’s theory of individual psychology (IP) suggests that in-
dividuals are not simply a number of parts but holistic beings who
create meaning from the social contexts within which they are actively
involved (Bitter, 2007). Adler’s concept of social interest involves feelings of
belongingness and interest in others’ well-being. This is in stark contrast to
the withdrawal, isolation, and self-absorption that may be immediately present
in the thoughts and behaviors of an individual who recently separated from a
romantic relationship (Gibb, Fergusson, & Horwood, 2011). IP counselors
identify mistaken goals that lead to dysfunctional behavior while fostering
courage and increased self-confidence (J. Carlson, Watts, & Maniacci, 2005).
One group that might seek counseling is women who have experienced a
recent relationship breakup. Although research related to significant romantic
relationship separation exists, less is known about counseling strategies for those
experiencing a breakup. Some researchers (M. R. Miller, 2009) identify romantic
separation experiences as opportunities for positive change, while others note
both positive and negative post-breakup emotions (Monroe, Rohde, Seeley, &
Lewinsohn, 1999; Tashiro & Frazier, 2003), with women having more intense
negative feelings after a relationship ends (Sprecher, Felmlee, Metts, Fehr, &
Vanni, 1998; Tashiro & Frazier, 2003). Using IP in therapeutic treatment with
recently separated women may promote their innate capacity to strive toward
wholeness or completion (Bitter, 2007) while approaching life’s tasks of friendship,
occupation, intimacy, self-care, kinkeeping, spirituality, and change (Sonstegard,
Bitter, & Pelonis, 2004) in a useful manner and with greater confidence. The
purpose of this article is to relate the needs of college-age women who have
recently experienced romantic relationship dissolution to the ideas of Adler, as
represented in the use of IP with these clients.

Alessandra Rhinehart and Melinda M. Gibbons, Department of Educational Psychology and Counseling, University
of Tennessee. Alessandra Rhinehart is now at College of Education and Human Services, Northern Kentucky Uni-
versity. Correspondence concerning this article should be addressed to Alessandra Rhinehart, College of Education
and Human Services, Northern Kentucky University, Nunn Drive, MEP 203E, Highland Heights, KY 41099 (e-mail:
rhineharta1@nku.edu).

© 2017 by the American Counseling Association. All rights reserved.

Journal of College Counseling  ■  July 2017  ■  Volume 20 181

 Recently Romantically Separated
College-Age Women
Distress associated with romantic relationship dissolution or poor academic
performance is one of the issues most frequently reported at campus counseling
centers (Oliveira, Dantas, Azevedo, & Banzato, 2008). Breakups negatively
affect students’ emotional health and behavior, resulting in depression, anxiety,
anger, intrusive thoughts, and increased alcohol consumption (Field, Diego,
Pelaez, Deeds, & Delgado, 2011). Some students attempt suicide following
the dissolution of a romantic relationship (Gilbert & Sifers, 2011). Larson
and Sweeten (2012) also noted increased alcohol use and binge drinking,
particularly in females, following a romantic dissolution. Because academic,
emotional, and social adjustment and identity development negatively affect
college student attrition (Azmitia, Syed, & Radmacher, 2013), it is clear that
breakups negatively affect university students’ academic performance.
Connectedness to the social environment predicts adjustment in college students
post-breakup (Moller, Fouladi, McCarthy, & Hatch, 2003). Field (2011) explained
that those experiencing romantic breakups may demonstrate signs of bereavement,
including negative thoughts, disrupted sleep, depression, and anxiety, all of which
are linked to social isolation and lack of academic focus. Therefore, utilizing Adlerian
therapy, which has an intense focus on social connectedness and identity develop-
ment (Adler, 1931/1980), is an appropriate intervention for bolstering adjustment
and lowering college student attrition rates (Azmitia et al., 2013).
Understanding the demographics of recently separated college-age women and
common challenges they experience allows helping professionals to determine the
most effective treatment methods. Most of the research that has been conducted
is specific to divorce, but there is a small literature base on young women who
experience romantic breakups. Wood, Avellar, and Goesling (2008) reported that
60% of young adults were in a romantic relationship and delayed marriage until their
mid- to late-20s. Most of those studied rated their relationship quality as high, with
daters rating their relationship quality slightly lower than did cohabitors or married
couples. For couples who marry, the likelihood of divorce for individuals married
after 1980 has significantly increased (A. J. Miller, Sassler, & Kusi-Appouh, 2011).
Married couples report reluctance to enter a marriage and concerns regarding the
difficulty of leaving a marriage due to associated social confusion and emotional
stress (A. J. Miller et al., 2011) and lack of social network (Bogolub, 1991). How-
ever, leaving a tumultuous romantic relationship is often viewed as positive and
opportunistic (Määttä, 2011). We discuss the challenges related to mental distress,
social connections, and developing new identities in the following sections.
Mental Distress
Associations between romantic separation and mental distress have been a
topic of interest for many researchers. Gibb and colleagues (2011) conducted
a longitudinal study exploring the dynamics of relationship separation and
mental health problems. They found a correlation between separation and later
depression, anxiety, substance abuse, and suicidal ideation. Mandelbaum (2011)

182 Journal of College Counseling  ■  July 2017  ■  Volume 20

noted decreased self-esteem, happiness, and increased psychological distress in
individuals who experience divorce. A connection also exists between breakups
and the first onset of major depressive disorder in young adults (Monroe et al.,
1999). Clearly, relationship dissolution leaves individuals feeling vulnerable.
Emotional issues following breakup appear to continue long after the re-
lationship ends. Kellas, Bean, Cunningham, and Cheng (2008) learned that
most partners still communicate after the relationship ends, with 12% expe-
riencing turbulent relationships after breakup. Sprecher et al. (1998) noted
that high levels of commitment to the relationship and the overall length of
the relationship prior to breakup increased the long-term distress in young
adults. Sometimes relationship dissolution leads to complicated grief with
long-term emotional issues and poor adjustment (Sbarra & Emery, 2005).
Several studies have also noted gender differences in emotional reactions
following romantic dissolution. Women report higher levels of distress (Park,
Sanchez, & Brynildsen, 2011), hostility, and depression (Tashiro & Frazier,
2003) following a breakup than do men. Of the various types of stress in
their lives, college women report the highest stress from social relationships
(Broughman, Zail, Mendoza, & Miller, 2009). Women, more so than men,
seem to experience relational stress more significantly.

Social Connections and Attachment

A change in an individual’s couple status is regarded as a highly significant so-
cial life transition (Ben-Zur, 2012), with divorce or loss of a spouse being the
most stressful events experienced by adults. The absence of meaningful social
relationships following the loss of a romantic relationship may leave an indi-
vidual feeling isolated, lonely, and detached. With most young adults entering
romantic relationships at some point (Wood et al., 2008), it can be assumed
that the social transition of romantic dissolution is a common occurrence.
Socialization in early life has a significant influence on how women view them-
selves and the manner in which they adjust. Baum (2007) explored separation guilt
in women who initiate divorce. He suggested that the inclination for separation
guilt began in infancy when autonomy develops along with the fear that pursuit
of life without the parent is harmful to the parent. This fear later translates to fear
of harming a significant other in a breakup. In a study investigating the effect of
birth order on separation, Ziv and Hermel (2011) also found that developing inde-
pendence and forming self–other boundaries in early childhood are associated with
feelings of guilt. Sprecher et al. (1998) noted higher levels of fearful attachment
style post-breakup. In another study, Moller et al. (2003) examined attachment and
social support related to adjustment after romantic dissolution. Attachment style
related to levels of hopelessness, stress, and loneliness, whereas social support had
no effect. Therefore, family-of-origin and early attachment issues seem to relate to
current relationship difficulties and coping following breakup.

New Identity
Individuals who have recently separated from a romantic relationship have greater
success adjusting when they understand how the divorce or separation fits into

Journal of College Counseling  ■  July 2017  ■  Volume 20 183

their life experience and then redirect focus on the new life in which they are
involved (Mandelbaum, 2011). Baum, Rahav, and Sharon (2005) reported that
notable changes following separation from a romantic relationship include higher
levels of self-esteem, independence, feelings of competence, and responsibility
and confidence to approach life’s tasks. Such research suggests that romantic
dissolution is an opportunity for positive self-development.
Following this positive tone, Gregson and Ceynar (2009) explored identity
development of women following divorce. Because of a lack of clarity in defin-
ing these new roles, women are left with apprehension and/or confusion about
how to define self. Individuals are often not readily prepared to handle personal
freedom and higher levels of social equality (Sonstegard et al., 2004). However,
Tashiro and Frazier (2003) explored positive changes after breakup and identi-
fied themes related to positive growth in interpersonal connections and identity
development. The women, in particular, appeared to learn more about themselves
because of the stress resulting from the breakup. It seems possible for women to
view romantic dissolution as an opportunity for growth as an individual.
Research suggests romantic separation is a process rather than a single event
(Radford et al., 1997). An awareness of the previously detailed issues commonly
experienced by recently separated women provides insight into possibilities
for effective therapeutic treatment. The following is an explanation of how
IP may best serve the current population.

IP
Adlerian theory, or IP, is based on three main constructs (Dufrene, 2011).
The first states that all human behavior is purposeful, or goal-oriented. Focus-
ing on purposeful behavior is a key element of IP. This entails exploring the
interpretations of self, others, and life that clients have formulated (Bitter &
Nicoll, 2000). These interpretations make up their worldviews and are helpful
in understanding motivation. Second, individuals possess an innate drive toward
social interest, which involves cooperating with others and making beneficial
contributions to the social environment. Human drive toward social interest
is determined by the early need to rely on others to survive (Sonstegard et
al., 2004). The meaning of life is found in what we contribute to society.
Third, the individual is considered in a holistic manner, with all of the parts
making up a unified whole person (J. D. Carlson & Englar-Carlson, 2008).
Individuals experience the world, or the parts of the whole, within a system
that includes family, school, work, and cultural contexts (Corey, 2009).
As previously mentioned, Alfred Adler (1931/1980) divided human beings’
cooperation with the environment into three life tasks, which were later expanded
by other researchers (Dreikurs & Mosak, 1966/1977a, 1967/1977b; Sonstegard
et al., 2004). Adler proposed the tasks from an understanding of how individuals
respond to or find solutions to circumstances. An individual’s lifestyle informs his
or her approach to managing the life tasks. The three original tasks of occupation,
social, and sexual cooperation link people to one another and to the world in which
they exist (Mansager & Gold, 2000). Researchers later expanded Adler’s list to

184 Journal of College Counseling  ■  July 2017  ■  Volume 20

include life tasks such as self-care, kinkeeping, spirituality, and change (Mansager
& Gold, 2000).

Phases of IP
To assess the manner in which an individual approaches the life tasks and,
eventually, to facilitate motivation modification, one must gain an understand-
ing of the four phases of IP (J. Carlson et al., 2005). The three aspects of IP
previously mentioned are governing concepts involved in understanding an
individual. The four phases show how a successful series of sessions progresses.
The first phase involves building a relationship with the client based on
empathy and mutual respect (Ansbacher & Ansbacher, 1956). The counselor
begins therapy before actually meeting the client (Bitter & Nicoll, 2000).
Counselors use information about the client obtained from other sources
to formulate hypotheses. These assumptions provide counselors a starting
point that can be reformulated upon interacting with the client. For example,
counselors can explore the emotional issues and identity changes predicted to
occur following a breakup. Establishing a strong therapeutic alliance is essential
in promoting effective treatment outcomes (Sprouse, Ogletree, Comsudes,
Granville, & Kern, 2005). Bitter and Nicoll (2000) have suggested that in-
formation can be gained even in the simple touch of a handshake. Clients also
gather information about the counselor in these initial moments of therapy.
In a profession where the timeliness and cost-effectiveness of treatment are pro-
moted, Bitter and Nicoll (2000) have suggested that Adlerian therapists should
use brief therapy in practice. The theoretical framework for Adlerian brief therapy
(ABT) is essentially identical to classical IP. The differences are found in timeframe
and an intentional focus on the flow of the therapy session or sessions. Counselors
using ABT introduce a contract outlining the time limitations of treatment to
inform and motivate clients. Providing this contract at the beginning of therapy
allows clients to develop an optimistic outlook on the effectiveness of treatment.
The second phase is a psychological investigation in which the counselor as-
sesses the client’s lifestyle (Powers & Griffith, 2012) utilizing subjective and
objective interviews. The counselor uses empathic connection to help clients
explain what brought them to counseling. For example, the counselor would
elicit the breakup story and how the dissolution affected the client’s well-being.
Following the telling of the client’s story, the counselor poses what Adler
(1929/1964) called the question. Dreikurs’s (1997) form of the question asks
clients what they would be doing if they did not have the presenting problem,
an intervention used to determine if the cause of the problem is physiological
or psychological. If the problem is physiological, the client might insist the
problem would simply be gone, that nothing else would change. However, if
the problem is not physiological, clients will often answer with the very out-
come they are avoiding. This aids the counselor in understanding motivation
and challenges with life tasks.
The objective interview takes place following the psychological investigation.
Apart from the presenting problem, the counselor uses a lifestyle assessment to

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determine the client’s motivation for functioning in social interactions (Bitter
& Nicoll, 2000). The counselor attempts to understand the client as a whole
person, asking about medical, social, and problem histories. From here, the
counselor assists the client in speaking about family constellation, life tasks, and
early recollections. Learning how the client views family-of-origin issues helps the
counselor understand how the client interprets personal fit in the world. Parental
and sibling influence, family constellation, and birth order affect current relation-
ships (Sonstegard et al., 2004) and may influence reaction to current romantic
separation (Ziv & Hermel, 2011). Disque and Bitter (1998) insisted that what
clients remember about their past influences their interpretation of the present
and their anticipation of the future. For a thorough description of the Adlerian
Lifestyle Assessment, readers can see the work of Eckstein (2003).
Following the systemic exploration of the second phase, the third phase consists of
the counselor posing explanations to clients regarding their challenges (Ansbacher
& Ansbacher, 1956). Using the information gathered in interview process, the
counselor discusses hypotheses for goals and purposes that motivate the client’s
social behavior (Bitter & Nicoll, 2000). The counselor should be sure to offer
goals from a tentative position and allow the client to correct, modify, or approve
the guesses. This collaborative dialogue promotes clarity and conscious recognition
for the client (Sprouse et al., 2005). In the case of clients experiencing a breakup,
counselors may tentatively note how past relationships have affected current beliefs
about the romantic dissolution.
In the final phase of reeducation and reorientation, the client uses insight to move
into a more socially competent way of being in the world. Here, the highly impor-
tant sense of belonging helps clients move away from an isolated vantage point.
The counselor helps the client move away from insecurity and danger to a place of
safety, security, and higher self-esteem (Sprouse et al., 2005). Encouragement and
empowerment help promote the client’s confidence to take action. It is important
to recognize the possibility of felt chaos by the client in times of significant change;
this sense of chaos is what Rasmussen (2010) calls a compelling emotion, one that
is necessary if the client is to be motivated for change. Still, during this vulnerable
time, the counselor must remain supportive, staying present with the client and
not engaging in consideration of life-changing decisions.
Adlerian counselors are interested in making a difference in their clients’ lives.
They strive to have an impact, even if it is a small change in a single session. Bitter
and Nicoll (2000) spoke of terminating the interview but never fully terminat-
ing the therapeutic relationship. The counselor and client may reconnect in the
future, following a brief separation or an extended time, recognizing that change
happens in the space between sessions.
College counseling centers are increasingly implementing session limits and brief
therapy models to meet growing demands for mental health services on college
campuses (Lacour & Carter, 2002). Although students experiencing significant
distress following a romantic breakup are likely to have experienced insecure
parental attachments, be slow to progress in treatment, and present challenges
to college counselors (Gilbert & Sifers, 2011), it is possible to provide effective
treatment for this population within the parameters of services offered at college

186 Journal of College Counseling  ■  July 2017  ■  Volume 20

counseling centers. ABT offers a timely stage model for promoting focused work
(Bitter & Nicoll, 2004) that fits within the time-limited service models, typically
allowing 10 to 14 sessions, that have been adopted by many university counsel-
ing centers (Wolgast, Lambert, & Puschner, 2003). ABT also suggests ways that
counselors can positively impact clients within a single session (Bitter & Nicoll,
2000), potentially benefiting those students who are discontinuing treatment
prior to maximum session limits.
IP With Women Following Breakup
IP seems to be a logical framework for helping women after a romantic breakup.
Adler’s (1931/1980) psychology of use explains that an individual’s interpreta-
tion of life experience is essential in understanding how that person interacts in
the world and approaches challenges in life. Feelings of depression may relate
to Adler’s theory of inferiority. Määttä (2011) explained that an individual’s
concept of self-respect might be challenged during the dissolution of a serious
romantic relationship. The embarrassment associated with failing to maintain
a relationship often evokes emotions related to inferiority. Social connection is
the heart of IP, and romantic dissolution can shatter that interconnectedness
for young women. IP can help clients recognize the importance of social con-
nections by looking at family-of-origin issues while focusing on future goals.
Researchers (Park et al., 2011) suggest that the manner in which individuals
cope with separation from a romantic relationship greatly affects those individu-
als, their other relationships, and society as a whole. In particular, researchers
have noted that separated women most often act based on feelings of depres-
sion, which may be the opposite of social interest. Adlerian therapy (Adler,
1931/1980) helps individuals approach life’s challenges in order to move away
from feelings of inferiority to a place of confidence and social connectedness.

Case Illustration
Given the Adlerian concept that all problems faced by individuals are socially
based, we present a case study using Adlerian therapy with a young woman who
has recently experienced separation from a romantic relationship. The counselor
uses the four phases of Adlerian counseling in working with Katherine, a fictional
client who is a composite of actual cases. We will explore her presenting problems
from the vantage point of a counselor using Adlerian therapy as a framework.
Katherine is a 20-year-old college student who has recently experienced a
breakup after a 1-year relationship. She is experiencing feelings of depression
related to the breakup, along with recent weight gain. She is also troubled
with anxiety regarding her ability to succeed in her classes. She reports that the
breakup was mutual but mentions that her ex-boyfriend, Daniel, was emotionally
abusive, often calling her names and telling her she was worthless, throughout
the relationship. She decided to seek help from her college counseling center.
When the counselor meets Katherine, she immediately begins processing appar-
ent information about her. Katherine is well-dressed, slightly overweight, and fails
to make eye contact when timidly shaking the counselor’s hand. The counselor

Journal of College Counseling  ■  July 2017  ■  Volume 20 187

displays enthusiasm during their initial introductions. She tells of her Adlerian
theoretical orientation, introduces a contract, and elicits Katherine’s feedback
as they consider goals of therapy within the contract. The two also discuss time
limitations. The duration of the therapy will be no more than 10 sessions.
The counselor asks Katherine to share her reasons for coming to therapy. Katherine
speaks of her depression and anxiety. The counselor asks Katherine what she would
be doing if she were not experiencing these feelings. Katherine explains she dropped
out of her sorority when she started dating Daniel. As he was a sophomore in the
same major, he often helped her study for her courses. She also stopped attending her
weekly Zumba dance classes at the campus recreation center, insisting that depres-
sion now inhibits her from leaving her dorm room to make new friends. Katherine
adds that anxiety is keeping her from signing up for library study sessions available
in the weeks prior to finals and reports feeling depressed, isolated, and incapable
of moving forward. She also speaks of working out, but when she describes her
fears related to other people in the gym, her feelings of poor self-esteem emerge.
Throughout this session, the counselor assesses the emotional issues surrounding
the breakup while building a relationship based on empathy.
In the following session, the counselor begins the lifestyle assessment, asking
Katherine about her history regarding medical treatment, social situations, and
any other problems experienced. Katherine describes a pattern of engaging in
emotionally abusive romantic relationships, not having many friends, and often
feeling limited in her ability to connect to others during romantic relationships.
The counselor investigates these situations for the duration of the session.
When Katherine returns for the third session, the counselor assesses her client’s
experience within her family. She asks Katherine about her family constellation
and birth order. Katherine tells the counselor about her experience of being the
youngest child raised by a working father and stay-at-home mother. She men-
tions that her parents never fought in front of them, but she often overheard
her father berating her mother and noted that her mother always agreed with
her father. Later in the session, the counselor asks Katherine to recall three of
the earliest memories from her childhood—before the age of 10, if possible.
Katherine recounts memories with themes of feeling inadequate and isolated.
In the remaining sessions, the counselor and client work together to come to
an understanding of information gathered in past sessions and to move toward
reorientation. The counselor poses her hypothesis regarding themes related
to Katherine’s current struggles with self-esteem, confidence, and isolation as
they align with Katherine’s family constellation and early memories. She hy-
pothesizes that her past relationships, and what she observed from her parents,
may be affecting her current beliefs about herself and her relationship with
Daniel. The counselor allows Katherine to correct any incorrect assumptions.
Throughout the discussion, Katherine has moments of insight where she begins to
recognize how her past experiences may be affecting her current behaviors. Using
body awareness, Katherine connects her feelings of inadequacy during childhood
to her feelings of being unable to move forward after her relationship with Daniel
ended. Recognizing this connection empowers Katherine to imagine new possibili-
ties such as attending open social gatherings in the student center and group study

188 Journal of College Counseling  ■  July 2017  ■  Volume 20

sessions in the library, along with reestablishing contact with friends she had before
meeting Daniel. Katherine speaks of best-case possibilities for starting a workout
regimen at the campus gym, including attending one drop-in Zumba class per
week. Katherine also identifies some strategies for coping with feelings of depres-
sion and anxiety. The counselor terminates the counseling experience but reminds
Katherine of the ongoing possibility of returning to the therapeutic relationship
for further development.

Implications
There are many similarities between the identified needs of women who have
experienced the end of a romantic relationship and the goals of IP. The most
notable concept of IP to relate to the challenges these women face is the concept
of addressing the tasks of life, including friendship, occupation, intimacy, self-
care, kinkeeping, spirituality, and change (Sonstegard et al., 2004). Evidence
for the positive impact of social support in the loss of a romantic relationship
in the work of Ben-Zur (2012) speaks to the appropriateness of using Adlerian
therapy with this population.
As previously mentioned, the timely stage model of ABT (Bitter & Nicoll, 2000) is
consistent with college counseling centers’ needs to employ brief treatment methods
and implement session limits (Lacour & Carter, 2002). The ability of college counselors
to assess the effectiveness of IP with their clients and to document therapeutic gains
is a necessary condition for adopting this method. Outcome studies have specifically
identified the effectiveness of Adlerian therapy with children (Weisz, Hawley, &
Jensen-Doss, 2004) and adults (Grawe, Donati, & Bernauer, 1998). Nikelly (2005)
noted the relationship between social interest and improved physical health, reduced
stress, and increased social capital, all of which relate to academic success. Relevant to
the use of Adlerian therapy with college-age women, Crandall (1980) demonstrated a
correlation between social interest and optimism, adjustment, and well-being. When
applying ABT with this population, college counselors may document therapeutic
gains by focusing on the reorientation phase (Bitter & Nicoll, 2000) and reporting
evidence of insight and change. Insight may be demonstrated by clients’ recognition
of past experiences affecting their current behaviors. Change may be evidenced by
movements toward social interest and confidence, activities in which clients engage
in social contact for support and academic success, as well as strategies for coping
with depression, anxiety, and adjustment.
During the case study, the counselor helped Katherine process her breakup by
assessing her depression and anxiety and by discussing detrimental aspects of the
relationship, including social isolation and dependency. The counselor helped
Katherine discover a link between her motivations within the relationship and the
worldview she developed within her family of origin. Katherine gained insight by
reflecting upon her role as the youngest child and from memories of her father
berating her mother while she hid in her room. She realized the feelings of inad-
equacy and fear that defined her existence as a child left her feeling stuck in current
situations in her life. By reviewing a client’s family-of-origin issues, connecting
these with current concerns, and providing a safe space anchored by empathy

Journal of College Counseling  ■  July 2017  ■  Volume 20 189

and warmth, counselors can help college-age women such as Katherine begin to
feel empowered to move forward in their lives, no longer hindered by feelings of
inadequacy and social isolation.
Katherine worked on regaining a sense of social connection as she identified the
things she would be doing if depression and anxiety were not holding her back.
The counselor encouraged her to take control of her life in small steps like joining a
workout class and attending study sessions. As Gregson and Ceynar (2009) noted,
women who have recently separated experience difficulty in defining their new roles.
Establishing a sense of community can help them find a sense of belongingness,
which ultimately promotes life satisfaction. Radford et al. (1997) suggested using
information known about the challenges associated with separation to help young
women post-breakup.
A mental health practitioner working with this population should anticipate and prepare
for the shift associated with separation and redefining self occupationally, intimately,
and socially. As college counselors often join with students working through issues
related to identity development, the aforementioned implications may be particularly
relevant. Additionally, considering the client’s career development process is essential
to helping students in a college or university setting (Bishop, 1990). Young women
working through the emotional strains of a romantic separation may report low career-
decision-making readiness (Sampson, McClain, Musch, & Reardon, 2013). Assessing
the impact of the separation along with family-of-origin interaction patterns on the
student’s progression toward the occupational life task of succeeding academically
and developing professionally will offer insight and further promote opportunities
for motivation modification (Hargrove, Creagh, & Burgess, 2002).
College counselors may also assist young female students by encouraging
social connectivity in campus activities and organizations. Getting involved
outside of the classroom increases marketability, provides networking oppor-
tunities for occupational goals, fosters mental health, and affords possibilities
for building friendships and intimate relationships as students connect with
other young adults who have similar interests and aspirations (Kraack, 1986).

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