本研究的目的在於瞭解女大學生未離家求學的生活經驗、經驗調適與經驗意義，採質性研究個別深度訪談法，以半結構式的開放問句，訪談六位大學未離家求學的女大學生，並以詮釋現象學方法進行資料分析與討論，再以分離個體化理論與其經驗進行對話，形成最後的整體經驗詮釋。

研究結果發現未離家求學女大學生分離個體化的生活經驗有以下幾個面向：「與同儕的關係產生縫隙及個人界線的不易維持」、「門禁禁不禁？－與約束達成共處」、「生活作息或生活習慣受到干擾」、「與父母親分享生活藉以拉近情感距離」、「與父母親的互惠和衝突促進關係之和諧與平等」；而女大學生未離家求學的經驗調適為「盡力妥善分配時間」、「以空間之進退取得理想的關係距離」、「運用讀境揣摩化解離合之衝突」、「為自己的關係和個體化需求發聲」與「接納自己與系統他者的限制」；以整體視角而言，女大學生未離家求學的經驗反思與意義則有「生活事務的學習較為停滯」、「更加珍惜與家人的日常互動」、「更加認識家人與自己」、「關係達到新的平衡」、「父母親有機會看見女兒成長的過程」、「家的意義轉變」以及「穩定的客體支持促成想像中更好的離家」。

進一步的，以分離個體化理論的視角與整體經驗進行對話，將未離家求學女大學生分離個體化發展之樣貌歸納與詮釋為以下六個面向：每日的「離」與「返」－有「關係」就是沒關係；牽「絆」與牽「伴」－化「礙」為「愛」；「把握」時間－「把持」界線、「掌握」生活空檔；無論「長成」如何，都是「成長」；「離」與「合」－離中有合，合中有離；「未離家」是為了可以「更好的離家」。

最後，本研究根據上述發現，針對未離家求學的女大學生及後續的研究方向提出建議，也對助人專業工作提出實務上的反思與建議。

The purpose of this study is to understand the life experience of female college students who have not left home to study, and also understand the adjustment and meanings of their life experience. In this study, six participants were interviewd with a semi-structured questionnaire. The data were analyzed and discussed with the hermeneutic phenomenological approach. After discussed with the theory of Separation-Individuation, the study will form the final interpretation of the overall experience.

The results of the study found that the life experiences of the female students who have not left home to study had the following aspects: “There is a gap between the relationship with the peers and the personal boundary is not easy to maintain”, “The norms of access control? - Coexistence with the constraints”, “Daily life or habits are disturbed”, “Sharing life with parents to draw closer to each other”, and “Reciprocity and conflict with parents promote harmony and equality of the relations”. And the method of adjustment for female college students in their life experiences is “To try their best to allocate time”, “Get the ideal distance of relationship by advancing and retreating space”, “Use reading and guessing to resolve conflicts”, “Voicing yourself for individuation or connection to someone”, and “Accept one's own and others”. From a holistic point of view, female college students have “Cherishing the daily interaction with family members”, “Recognizes family members and self”, “Relationships reach a new balance”, “Parents have the opportunity to see their daughters growing up”, “Changes in the meaning of the family” and “Stable object support to promotes better separation”.

In response to the above research results, further dialogues were conducted from the perspective of the separation of individualization theories to form a holistic and comprehensive description, and the appearances of the individualized development of non-leaving female college students were summarized and interpreted as the following six aspects: “Daily returns and relationships”, “Accompany and love”, “Hold time and handle the boundary”, “No matter what change, it is growth”, “Separation and harmony” and “Better to leave home”.

Finally, based on the results, there are some suggestions for professional helpers and female college students who have not left home for study, a few suggestions are also made for future researches.

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