Prof. Joseph Levine, M.D. is an emeritus associate professor in the Division of Psychiatry, Faculty of Health Sciences, Ben Gurion University in Israel. Prof. Levine is a certified psychiatrist with clinical experience in controlled trials of adult psychiatric disorders and in psychotherapy. He was awarded a NRSAD independent investigator grant for the study of Creatine Monohydrate in psychiatric disorders -- mainly Schizophrenia. He resides and treats patients in Tel Aviv and all of central Israel.
Conversation 67: Transitional object: definition, theoretical and therapeutic perspectives, and the relation to the self model related to RGFT
Greetings to our readers,
Transitional objects, a term first coined by the British pediatrician and psychoanalyst Donald Winnicott, refer to physical objects used by children to ease the transition between dependence and independence, usually during the developmental stages of early childhood.
The following is a comprehensive overview of the definition, use, and theoretical implications of transitional objects as obtained by various researchers.
In addition, we will hypothesize about the neurobiological foundations of the phenomenon, and examine the areas of the brain involved in attachment and use of transitional objects. Through the synthesis of psychoanalytic theory, developmental psychology and neuroscience, we will try to contribute to a holistic understanding of transitional objects.
Transitional objects play a significant role in child development, especially in facilitating the transition from initial dependence on primary caregivers to increased autonomy. The term "transitional object" was introduced by Donald Winnicott in 1953 and refers to an item, often a blanket or stuffed animal doll, that a child uses for reassurance and comfort when separated from their primary caregiver.
These objects serve as mediators between the child's inner world and external reality, and provide emotional regulation during key developmental transitions.
While Winnicott's conceptualization laid the foundations, later researchers built on and expanded the concept, exploring its psychological, developmental, and neurobiological dimensions.
Definition and use of transitional objects:
According to Winnicott, transitional objects are "first not me" objects that serve as a bridge between the infant's self and the world outside the mother.
They are used to help the child manage separation anxiety from their caregivers while providing comfort. Winnicott postulated that these objects embody a developmental transitional stage where the child's inner world of fantasy and outer reality begin to merge, allowing the child to explore the world independently.
Various scholars have expanded on Winnicott's work, offering different interpretations of the role and meaning of transitional objects. Bowlby's attachment theory, for example, sees transitional objects as representations of a secure base, providing emotional stability in times of distress.
Other developmental psychologists have emphasized the role of these objects in promoting emotional regulation and fostering a sense of security and continuity in the absence of a caregiver.
A teddy bear as a transitional object
Several theoretical perspectives have tried to explain the significance of transitional objects in child development. Key theories include:
Psychoanalytic theory (Winnicott): As the creator of the term, Winnicott saw transitional objects as essential to emotional and psychological development, which help mediate the child's transition from total dependence to a state of independent functioning. For Winnicott, these objects also reflect the child's developing sense of self and his ability to tolerate ambivalence.
Attachment Theory (Bowlby): John Bowlby's ATTACHMENT theory expands the concept of transitional objects by framing them in the context of attachment relationships. For Bowlby, these objects are an integral part of promoting a child's sense of security when caregivers are not immediately available. Transitional objects function as a substitute for the therapist's presence, and ensure emotional regulation and the continuity of attachment relationships.
Cognitive-developmental theory (Piaget): Jean Piaget's theory of cognitive development contributes a different angle on the use of transitional objects. Piaget emphasized the role of the transitional object in the child's ability to distinguish between reality and fantasy. These objects serve as concrete representations of abstract ideas and help the child's cognitive development.
Behaviorist theory (Skinner): the behaviorist approach of B.P. Skinner suggests that the attachment to transitional objects may be a learned behavior resulting from reinforcement. If the object consistently provides comfort, the child's bond with it strengthens over time, making it more likely that it will be used in future distress situations.
Neuroscientific Perspectives: Recent studies have begun to explore the neural basis of attachment and comfort-seeking behavior in children. Although transitional objects themselves have not been extensively studied in the context of neuroscience, there is evidence that brain regions involved in attachment behaviors may be similarly activated when interacting with a transitional object. Thus, neuroscientific studies on attachment behavior have identified several areas of the brain involved in comfort seeking and emotional regulation.
While research specifically focusing on transitional objects is still in its infancy, related research suggests that the following brain regions play a significant role:
Amygdala: The amygdala is central to processing emotions, especially fear and anxiety. It is likely to be involved in the emotional regulation processes associated with attachment and the use of transition objects to alleviate abandonment anxiety.
Medial prefrontal cortex (vmPFC): The vmPFC is involved in emotional regulation, decision making, and social processing. This area may help regulate the emotional reactions triggered by separation from the caregivers, with transitional objects serving as regulatory tools for the child.
Anterior cingulate gyrus (ACC): The ACC is associated with the regulation of emotional experiences and pain. It is likely involved in the comforting effects that transitional objects provide, helping to alleviate the emotional distress that results from the separation of a caregiver.
Insula: The insula is involved in introspection (perception of internal bodily states) and emotional processing. Research suggests that it may play a role in the emotional salience of transitional objects, particularly in the context of soothing and comforting in times of stress.
Hippocampus: The hippocampus is involved in memory formation and spatial navigation. Its involvement in attachment and comfort-seeking behaviors suggests a role in creating emotional memories associated with caregivers, which transitional objects may partially replicate.
Transitional objects are therefore an essential aspect of early childhood development, enabling the child's transition from dependence to independence. While Donald Winnicott's early conceptualization of these objects laid the foundations for much of the current understanding, a wide range of theories from psychoanalysis to neuroscience offer diverse perspectives on their meaning.
The use of transitional objects is not only a psychological phenomenon, but may also involve specific neural mechanisms related to emotional regulation and attachment behaviors.
Future research in both developmental psychology and neuroscience may further elucidate the complex relationship between these objects and brain activity, and offer new insights into their role in the maturation of emotional and cognitive processes.
We note here that theories of transitional objects are important for several reasons, mainly due to their fundamental role in understanding human development, attachment, emotional regulation and psychological functioning.
Here are key reasons why these theories are significant:
Insight into early development and psychological growth
A bridge between dependence and independence: Transitional objects are central to understanding how children move from complete dependence on caregivers to developing independence. The theories surrounding them provide insight into the emotional and psychological challenges that occur during this period, which is essential to understanding child development.
Winnicott's contribution: Donald Winnicott's presentation of the concept of transitional objects helps explain how children navigate the space between their inner world and outer reality. It sheds light on the development of a sense of self and identity in early childhood, and highlights how children use objects to manage internal conflicts and emotional distress.
Attachment and emotional regulation
Attachment Theory: The concept of transitional objects is central to attachment theory, developed by John Bowlby. Bowlby emphasized the role of early attachment in shaping emotional regulation, and transitional objects serve as a tangible substitute for the therapist's presence, helping children regulate anxiety and distress. The use of transitional objects emphasizes the importance of stable and secure attachment relationships for healthy emotional development.
Emotional self-regulation: Transitional objects provide comfort in times of stress and anxiety, and help children manage their emotions when caregivers are absent. This reinforces the importance of external objects in imparting emotional security, especially in moments of fear or separation, which are essential to understanding emotional resilience.
Cognitive and social development
Cognitive Developmental Theories: Piaget's theory of cognitive development suggests that transitional objects can help children distinguish between reality and fantasy. These objects enable the development of mental representation and symbolic thinking, which are key cognitive milestones in early childhood.
Social function: In addition to their psychological and cognitive functions, transitional objects may also serve social functions, such as promoting interaction with peers or creating a sense of continuity between the home and other environments such as daycare or school.
Understanding psychological disorders
Role in psychological distress: theories of transitional objects can help identify how disturbances in the normal development of attachment and emotional regulation can lead to psychological problems. For example, a child who does not form a secure attachment or who has experienced trauma may over-rely on transitional objects as a compensatory mechanism. Understanding these dynamics helps in the diagnosis and treatment of emotional disorders and problems related to attachment.
Prevention of mental health problems: Recognizing the importance of transition objects and attachment stages can also help in developing prevention strategies for mental health problems in children, especially in understanding how children deal with stress, loss or abandonment anxiety.
Neuroscientific implications
Neurobiological foundations: Transitional objects may be associated with certain areas of the brain involved in emotional regulation, attachment and stress responses.
Understanding how transitional objects communicate with the brain helps create a more integrated view of the mind-body connection and offers potential therapeutic insights for children dealing with emotional regulation or attachment disorders.
Cultural and social relevance
Cultural Variations: Theories about transitional objects also open a window to understanding cultural changes in child-rearing practices and how different societies view attachment and emotional development.
In some cultures, children may have different relationships with transitional objects or use them in diverse ways, providing important insights into cross-cultural developmental psychology.
Role in adulthood: Transitional objects are not just a childhood phenomenon; Their influence can last even into adulthood. For example, adults may form attachments to objects that provide comfort in stressful situations, offering insight into the long-term impact of early developmental experiences on later life and emotional coping mechanisms.
Therapeutic value
Psychotherapy applications: In therapeutic settings, understanding the function of transitional objects allows psychologists and therapists to work with patients of all ages on issues related to attachment, emotional regulation and self-soothing.
The concept of transitional objects can be applied to both child and adult therapy, helping people explore their emotional attachment patterns and identify ways to use objects or rituals as sources of comfort.
Psychoanalysis and Object Relations Theory: For psychoanalysts, transitional objects are essential to understanding the formation of internal objects or representations of significant others. These internal representations can affect emotional life, behavior and interpersonal relationships.
Theories of transitional objects offer valuable tools for analyzing and treating emotional distress and dysfunctional attachment patterns in adults.
As mentioned, the idea of transitional objects can also play a role in adult life, far beyond preschool. While transitional objects are usually associated with children, especially in relation to the transition from dependence on caregivers to independence, their influence and meaning can continue into adulthood in several ways:
Emotional comfort and coping mechanisms
Objects of comfort: Adults may continue to use objects for comfort in times of stress, anxiety or emotional upheaval. These objects may not be the same childhood transitional objects (such as a blanket or stuffed animal), but they serve similar functions.
For example, some adults may carry specific items (eg, jewelry, photographs, or sentimental items) or engage in repetitive rituals (eg, wearing certain clothes or carrying a favorite book) as ways to calm themselves in stressful situations.
Psychological Continuity: Attachment to comforting objects can offer emotional stability and a sense of psychological continuity, especially when dealing with challenging circumstances such as loss, separation or significant life change.
These objects provide a tangible reminder of a sense of security or past experiences that served as sources of comfort.
Attachment and relationships
Internalized Transitional Objects: The psychological function of transitional objects is not limited to physical items but can extend to internalized objects or mental representations. In adulthood, these can take the form of emotional or psychological constructs, such as memories, beliefs or mental images of past relationships.
For example, a person may mentally "carry" an internalized image of a significant other or a positive figure from their past, as a source of emotional support or stability.
Attachment styles: According to attachment theory, the ways in which people formed attachments in childhood can carry over into adult relationships.
Adults who had secure childhood attachments may form healthy and balanced relationships, while those with insecure attachment styles (eg, anxious or avoidant) may rely more on emotional crutches, such as transitional objects or symbols of security, to cope with relationship stress. In this sense, adult attachment behaviors may reflect a developed use of transitional objects that were first relied upon in childhood.
Objects as symbols: In adulthood, transitional objects may not only soothe but also express symbolic meaning. For example, an object may represent a significant event, personal achievement, or relationship. People may continue to rely on such objects as a form of reassurance, similar to how children use a comfort object for security. This symbolic role can extend into adulthood in the form of items such as wedding rings, heirlooms or keepsakes, which serve as physical reminders of emotional experiences and milestones.
Rituals and routines: Many adults develop rituals or routines that reflect the comforting role that transitional objects played in childhood. These routines may include personal habits (eg, carrying a certain item while traveling, or engaging in specific bedtime rituals) that help manage anxiety or provide emotional stability, especially during stressful times.
Therapeutic uses and psychosocial support
Therapy and Healing: In psychotherapy, especially in psychodynamic and psychoanalytic therapy, the concept of transitional objects can be helpful in exploring unresolved attachment issues or emotional needs carried over from childhood. For example, a therapist may help a patient identify objects or symbols that have significant emotional weight, work through these connections in therapy as a way to resolve emotional conflicts and facilitate healing.
Object relations theory: In psychoanalytic frameworks, object relations theory suggests that early attachment and use of transitional objects contribute to the development of internalized objects – mental representations of relationships and emotional experiences – that influence the way individuals relate to others in adulthood. These internal objects continue to influence one's emotional perceptions and reactions in both personal and professional relationships.
Loss of a loved one: Adults may continue to use transitional objects as a way of managing grief or loss. For example, holding a personal item of a deceased loved one can act as a bridge to that person's memory and emotional presence, allowing people to maintain a connection with someone who has passed away. This use of objects to manage grief reflects the continuing role of transitional objects in providing comfort in the face of separation and loss.
Lasting attachment: Transitional objects in adulthood can be associated with a sense of lasting attachment. The child's favorite blanket, for example, may become a valuable adult possession that symbolizes emotional security and a comforting connection to his past. This attachment to objects in adulthood speaks to the continuing influence of transitional objects in providing emotional stability.
Cognitive and psychological continuity
Identity and Continuity: The objects that adults choose to hold on to or keep close can be related to personal identity and continuity.
Just as transitional objects help children develop a sense of self and independence, so the objects that adults keep often reflect their personal history and the continuity of their identity over time. These objects help people integrate past experiences into their current sense of self, maintaining a psychological thread through different life stages.
Symbol of control: During times of uncertainty or significant life transitions, such as career changes, moving to a new location, or personal crises, adults may find comfort in control or clinging to objects that represent stability. These objects provide a sense of control and grounding, similar to how transitional objects act as symbols of security and self-soothing in childhood.
In adulthood, the concept of transitional objects thus develops but remains an essential part of emotional and psychological functioning. While the physical objects themselves may change, the psychological role they play—offering comfort, stability, and a sense of continuity—continues to be significant. Understanding the lasting impact of transitional objects in adult life helps to grasp the deeper mechanisms of attachment, emotional regulation, and personal growth.
In this way, the concept provides important insights into how early childhood experiences can shape emotional responses and coping mechanisms throughout life.
Winnicott, D. W. (1953). Transitional Objects and Transitional Phenomena: A Study of the First Not-Me Possession. International Journal of Psychoanalysis, 34, 89-97.
Bowlby, J. (1969). Attachment and Loss: Volume 1. Attachment. Basic Books.
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Skinner, B. F. (1953). Science and Human Behavior. Free Press.
In the model we are developing, the self includes the elements of the human mental organization. The model first assumes the existence of the "primary self", which is in fact the basic biological core consisting of several innate structures and subject to increasing development during life, this self includes the instinctive emotional and cognitive parts of the person.
The primary self uses the reservoirs and mechanisms of emotion, memory and cognitive abilities and it contains primary nuclei for the future development of other mental structures.
Let's first refer to the primary self (biological predestined core): the primary self consists of innate biological structures and instincts that form the innate basis of the parts of the personality and it also included the cognitive processes and the emotional processes. This primary self has its own dynamics during a person's life and is subject to changes with age, following diseases, traumas, drug consumption, addiction, etc.
Both the instincts and the basic needs in each and every person change according to different periods of development and aging – (hence their effect on behavior) and may change through drugs, trauma, diseases and more. Within the primary self there is the potential for instrumental abilities that are innate, but they can also be promoted, or on the contrary, suppressed through the influence of the reference groups.
The primary self also has cognitive abilities that are partly innate and partly dependent on interactions with the environment during the first years of life. In addition, it includes the temperament and emotional intelligence that are partly innate and partly dependent on interactions with the environment in the first years of life. And finally, it includes an energy charge that is mostly innate but can be suppressed through the influence of the reference groups, as well as through various situational factors.
The primal self also includes the seven personal sensitivity channels: Individual Sensitivity Channels (ISC) which reflect our individual reactivity in response to stressors (both external and internal). So far we have identified six channels of sensitivity: 1. Sensitivity regarding a person's status and location (status channel) 2. Sensitivity to changes in norms (norms channel) 3. Sensitivity regarding emotional attachment to others (attachment channel) 4. Sensitivity to threat (threat channel) 5. Sensitivity to routine changes (routine channel) 6. Sensitivity to a decrease in energy level and the ability to act derived from it (energy channel). 7. Proprioceptive sensitivity to body sensations and functions. The less sensitive the person is in these channels, the healthier he is mentally. Very high sensitivity in one or more channels may be associated with mental pathology.
From the primordial self, a number of superstructures continue to develop [from innate nuclei that form a primal basis for development] during the interaction of the person during his life with the characters in his environment:
1] Experience coordinating agency
2] Three superstructures that together make up the secondary self or the social self, these include:
A] The group of the internalized characters that we will metaphorically call the Board of Internalized Characters,
B] Enemies’ group
C] The group of the self-representations.
Below is the scheme of the model:
If we summarize and detail a little more, then:
The Experience Coordinating Agency:
A structure found in the primary self includes three brain networks: an emotional salience network, an executive cognition network, and a default mode network.
Overactivity or underactivity in these networks suggests mental pathology.
The role of the experience coordinating agency: scanning and evaluation of the internal and external arrays, as well as interpretation of internal and external events.
Board (or Directorate) of Internalized Characters:
A collection of influential figures from life, arranged in a hierarchy, with continuous dialogue and conflicts among them.
The figure of the "leader self" that influences decision-making and internalization of information.
The internalized characters are internalized representations of people in the surrounding reality or imaginary characters from literature and culture that have had a significant impact on the person.
A group of internalized characters with negative emotional valence that threaten the person.
The influence of these characters is caused by traumatic events.
If the figures of the enemies are dominant in the person's mind, this may indicate mental pathology.
Self representations:
In the course of human development, representations of me are created in different stages of life (as a child, teenager, adult).
Self-representations may indicate mental pathology if they are distorted or immature.
Here is a summary of the seven sensitivity channels:
Status channel – sensitivity to one's status and position, and response to changes in one's social or social status.
Norm channel – sensitivity to changes in social, ethical or cultural norms, and to the person's adaptation to these norms.
Attachment channel – sensitivity to emotional attachment to others and to intimate relationships.
Threat channel – sensitivity to physical or mental threats, and response to a situation of danger or fear.
Routine channel – sensitivity to changes in the routine or the day-to-day structure, and to a feeling of discomfort or confusion when the routine deviates.
Energy channel – sensitivity to changes in personal energy levels and the ability to perform actions.
Proprioceptive channel – sensitivity to the individual's personal proprioceptive reactivity towards internal sensations from his body or hypersensitivity in one of the senses to external stimuli.
The lower the sensitivity in these channels, the better the state of mental health. High sensitivity in a certain channel may indicate mental pathology.
Let us now try to speculate about the context of objects beyond the model we are developing for the Self:
The Experience Coordinating Agency (ECA) is described as an internal mechanism that directs emotional salience [focus], evaluates both the internal and external environment, and interprets events that affect the Self.
Transitional objects serve as tools for managing emotional and psychological transitions in this framework. They help bridge the gap between the inner world (emotions and self-representations) and the outer reality (interactions with others, environment). When a person interacts with a transitional object, it provides emotional comfort, allowing the person to process and regulate feelings of anxiety, separation, or distress in a more manageable way.
The ECA contains among others the emotional salience network that addresses internal being [the default network] or external [executive cognition network] the transitional object is in the middle between these two, it exists in external reality and represents an internal character so that the experiential salience network seems to mediate between the other two networks when attention is directed to the transitional object.
The directorate or board of internalized figures metaphorically represents the internalized figures that are organized hierarchically and influence the decisions, feelings and behavior of the individual. These figures include significant people from the past, as well as imaginary or symbolic figures, who continue to influence the individual's current thoughts and behaviors.
Transitional objects may be represented within this system as part of the internalized characters. For example, a parent or caregiver figure may be internalized next to a transitional object (such as a blanket or stuffed animal). These objects, when used as comfort or emotional regulators, can serve as representations of the caregiver or loved one, providing a sense of security and safety when the individual faces challenges.
We hypothesize that when the attention is directed to the transition object the character it represents rises in the hierarchy in the character board unless it is already in the position of internal leader.
The group of internalized enemies: consists of negative internalized figures who pose a threat to the mental well-being of the individual. These enemies often appear after traumatic or stressful events and are usually associated with negative emotions such as fear, anger or shame.
Transitional objects may play a defensive role by helping to push through the influence of these "enemies". For example, when internalized enemies are activated, transitional objects may serve as a means of counteracting the emotional distress they cause, by providing comfort or a sense of control. The object may serve as a shield or a source of comfort in times when negative inner figures dominate.
Self-representations are essential in the development of the social self as different stages in life (eg, childhood, adolescence, adulthood) offer unique representations of the self. These representations are influenced by the interrelationship between the internal figures [especially the internalized leader figures] and the external experiences.
Transitional objects often help create positive or stable self-representations, especially in childhood.
They are related to the child's understanding of himself in relation to his caregivers. For adults, continued use or attachment to objects can reflect aspects of self-representations that are still associated with early attachment figures, and the object may become part of their ongoing identity and emotional regulation.
The role of sensitivity channels: The seven sensitivity channels – status, norms, attachment, threat, routine, energy and proprioception – describe how people react to different life situations and stressors. When these channels are more sensitive, they may indicate a potential mental problem.
Transitional objects can be used to adjust sensitivities on some of these channels. In particular, the attachment channel is directly related to emotional attachment to others, and transitional objects help soothe attachment-related anxiety. Similarly, if there is heightened sensitivity to threat [significant other abandonment] transitional objects can serve as a source of security, reduce perceived threats, and offer comfort in the face of danger or stress.
Use of transitional items in treatment:
The Reference Group Focused Therapy (RGFT) framework together with its theoretical basis [see details about RGFT in previous conversations] suggests that transitional objects are significant in understanding the psychological effects of internalized characters and their impact on the social self. By raising awareness of these transitional objects and the internal figures associated with them (such as a parent or loved one), RGFT helps people bring up and process unresolved emotional conflicts.
Transitional objects can be explored in therapy as representations of key figures in the person's life. By examining the role of these objects in emotional regulation and attachment, therapists can help people recognize the impact of early internalization and make conscious decisions to change harmful patterns. For example, the presence of a transitional object that represents a positive image can help reshape the way a person relates to their caregivers or their internalized self-image.
Based on the presented model, transitional objects can therefore play an important role in psychotherapy. Their use can facilitate emotional regulation, help people process past experiences, and serve as tools for working through internal conflicts.
Demonstration of a significant element in the RGFT treatment: on the left the therapist: in the middle of the patient himself: on the right the patient after moving to the hot chair and now speaking in the first person as one of the critical dominant internalized characters in his mind with the red and faded blanket of his childhood on his hips and stomach, which is a comforting transitional object.
This is how transitional objects can be used in psychotherapy [RGFT] based on the described model:
Transitional objects as emotional regulators
Emotional Comfort: Objects beyond internalized figures can be used in therapy to help regulate emotions, especially for people with emotional self-regulation difficulties. By using a physical or symbolic object that provides comfort (such as a blanket, a favorite book, or even a picture), the person can access emotional stability in emotionally charged moments such as those evoked by an internalized board figure or an enemy figure.
Connection to the internalized figures: these objects may serve as aspects and even symbols of important internalized figures (eg, parents, caregivers, mentors) and can be used to evoke positive memories and feelings. In therapy, the object can serve as a bridge to access and process past emotional experiences associated with these characters. For example, if a client feels anxious about abandonment or rejection, a transitional object that represents safety or care can help reduce anxiety.
Investigating internalizations within the internalized Board
Conscious awareness of internalized figures: transitional objects can be used to explore how the client's internalized figures influence their thoughts, behaviors, and feelings. A therapist may ask the patient to think about how a transitional object reminds him of a significant figure in his life and whether it helps him feel empowered or vice versa.
Recasting the “Leader Self”: For individuals who have internalized figures with negative, critical, or authoritarian aspects as a “Leader Self,” the transitional object can be used to challenge or soften the influence of these figures. The therapist may guide the patient to communicate with a transitional object as a way to reconnect with a more compassionate and nurturing part of those figures and even of themselves [the self representation].
For example, using a teddy bear or a soft, warm blanket or other comforting item as a tool to express care and compassion can reduce the dominance of the criticizing "voices" of negative inner figures.
Healing from trauma and the "group of internalized enemies"
Protection against internalized enemies: within the "internalized enemies’ group", transitional objects can serve as a kind of symbolic shield against significantly negative internalized figures that bind in traumatic memories.
If the person has internalized figures that represent fear, hostility, or threat (often the result of trauma), the transition object can help provide a sense of security and comfort.
Resilience and Reframing: Transitional objects can be used to symbolically confront or reframe the internalized characters of the threatening experiences.
For example, a person dealing with past abuse may use a comforting object (such as a doll or soft object) during therapy to create a sense of security, allowing them to engage with painful memories more effectively. The transitional object can represent both comfort and the possibility of healing from past traumas.
Exploring self-representations and integration of the self
Exploring distorted or fragmented self-representations: In cases where the client has fragmented or distorted self-representations, transitional objects can help bring about cohesion and integration.
For example, if the client's self-image is split between a positive and a negative view (such as "good" versus "bad"), he may use a transitional object to represent the two aspects of himself in the process of reconciling these parts.
Unified self-development: transitional objects may serve as a means of integrating positive and negative aspects of self-representations, allowing the patient to construct a more cohesive identity. By working with objects that embody the duality within them (eg, both the nurturing and critical aspects of a parent figure), patients can begin to integrate these aspects into a more balanced self representation.
Working with sensitivity channels
Regulation of sensitivity channels: In the context of the seven channels of sensitivity (status, norms, attachment, threat, routine, energy, proprioception), transitional objects can help reduce increased sensitivity to certain stressors or triggers. For example:
Attachment channel sensitivity: A person dealing with attachment anxiety may use a transitional object to provide a sense of security when they feel distant from the significant figure. The object can serve as a symbolic attachment figure, offering comfort and reducing attachment-related fears.
Threat channel sensitivity: People with heightened sensitivity to perceived threats [abandonment or loss of significant other] or danger (physical or emotional) can use transitional objects as a means of calming and emotional regulation. The object can symbolize safety, helping to manage heightened fear responses.
Sensitivity to the existence of routine: If the client is particularly sensitive to disruptions in their daily routine, transitional objects can provide a sense of continuity and predictability. They may rely on the object in moments of transition or uncertainty to maintain a sense of stability.
Promoting awareness and change through RGFT (Reference Group Focused Therapy)
Identifying and understanding internalized figures: In RGFT, therapists help patients identify the internalized figures that affect their mental health. Transition objects can be used to symbolize these internalized characters and represent how these characters influence the client's current behaviors and feelings.
Breaking unhelpful patterns: By raising awareness of the relationship between these transitional objects and internalized figures, patients can begin to distinguish between the helpful and unhelpful influences in their lives.
Let's try to hypothesize more about the context of objects beyond the model we are developing for the Self:
First, the experience coordinating agency (ECA), as it is described in the model, helps to explain the interactions of the person during his development with internal representations, and his relationship to external stimuli and events.
A transitional object after the death of a significant other
Second, when a significant other dies and now his internalized figure has no realistic living counterpart in the external world, the balance between external and internal object is violated. The object or the inner figure ceases to develop since there is no longer any new information from the realistic figure [indeed, for example, a parent of a young son continues even after decades to perceive him in their inner world as the same young man who passed away].
In this situation, at least at the beginning of the mourning period, the internalized object [figure] is projected outside and the person reports, for example, that he saw the silhouette or heard the footsteps of the deceased. This can be understood as the creation of a transitional object [the silhouette, the sound of footsteps] that comforts and soothes the grieving. This is also very interesting in a much broader context, because it seems that the mental system needs an external representation and when the external representation disappears there is a temporary projection of internal representations outside.
Thus, for example, in a sensory deprivation in which a person does not have repeated input from external representations, he projects outside internal representations, which is perceived as sensory hallucinations.
Even the grave or a certain object of the deceased [pendant, photograph, residence, clothes and scent] can be perceived as a transitional object that helps to restore a new balance between an external object and the internalized figure of the deceased.
Notes regarding a transitional object from a young age that is also used in adulthood
Thirdly, we hypothesize that an adult man or woman who continues to hold a past object from childhood [for example, a teddy bear] still represents the internalized parental figure from childhood.
That's it for now,
yours,
Dr. Igor Salganik and Prof. Joseph Levine
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