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Journal articles on the topic 'Transitional objects (Psycholo'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2025

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1

Lamothe, Ryan. "Sacred Objects as Vital Objects: Transitional Objects Reconsidered." Journal of Psychology and Theology 26, no. 2 (1998): 159–67. http://dx.doi.org/10.1177/009164719802600202.

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In this essay I argue that the concept of transitional objects in Winnicott's psychoanalytic developmental theory and Rizzuto's perspective regarding God representations in human life, though helpful, is inadequate for understanding and explaining the complex roles, functions, and characteristics of sacred objects and practices in adult life. Transitional objects of infancy and early childhood, which represent a movement from merger to shared existence, from primary process to secondary process thinking, from fantasy to reality, are idiosyncratic and are substantially different from the sacred

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2

Triebenbacher, Sandra Lookabaugh, and Deborah W. Tegano. "Children's Use of Transitional Objects during Daily Separations from Significant Caregivers." Perceptual and Motor Skills 76, no. 1 (1993): 89–90. http://dx.doi.org/10.2466/pms.1993.76.1.89.

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Attachment behaviors of 105 toddlers were observed as the children separated from significant caregiver(s) at child care. Analysis indicated that children attached to a transitional object and using the object when separating engaged in ritualistic touching behaviors directed at a variety of targets. Results lend some support to the notion of transitional objects facilitating separation and reducing anxiety in mildly stressful situations.

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3

Gonzalez-Dolginko, Beth, and Dorit Netzer. "Creative Expression as Transitional Object: Bridging Personal-Professional Identity." Psychoanalytic Review 108, no. 1 (2021): 79–96. http://dx.doi.org/10.1521/prev.2021.108.1.79.

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The authors share their observations on the implications of concepts originated in object relations theory in art therapy students’ and clinicians’ identity development. Through the lens of object relations theory, students considered how the personal informs the professional, as reflected in assemblage and artwork inspired by personal or found objects. Through their own creative expression, students learned how to apply object relations theory beyond its original formulation, and how their artwork acts as a transitional object between their personal history and professional individuation. The

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4

Goldstein, Richard D., Carter R. Petty, Sue E. Morris, et al. "Transitional objects of grief." Comprehensive Psychiatry 98 (April 2020): 152161. http://dx.doi.org/10.1016/j.comppsych.2020.152161.

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5

Döser, Johannes. "transitional object 5.0." PSYCHE 73, no. 9 (2019): 673–97. http://dx.doi.org/10.21706/ps-73-9-673.

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6

Young, Barbara. "Rebirth at 40: photographs as transitional objects." International Journal of Applied Psychoanalytic Studies 1, no. 2 (2004): 158–81. http://dx.doi.org/10.1002/aps.65.

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7

Gaddini, Renata. "The Precursors of Transitional Objects and Phenomena." Psychoanalysis and History 5, no. 1 (2003): 53–61. http://dx.doi.org/10.3366/pah.2003.5.1.53.

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8

Kitron, David G. "D. W. Winnicott, André Green, and Rosemary Dinnage: Some Thoughts on the Interplay of Transitional Objects and Object Destruction." Psychoanalytic Review 108, no. 3 (2021): 277–89. http://dx.doi.org/10.1521/prev.2021.108.3.277.

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In this paper, the author attempts to arrive at a comprehensive outline of Winnicott's developmental theory. This theory encompasses the infant's emergence from total dependence and subject/object merging to what the author refers to as relative independence and relative subject/object separation (in Winnicott's words, “separation that is a not a separation but a form of union” [1971a, p. 98]). This conceptualization is based mainly on an amalgam of Winnicott's two well-known papers, on transitional objects and phenomena (1953) and on the use of an object (1969). The author also refers to Andr

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9

Hirsch, Mathias. "The Body as a Transitional Object." Psychotherapy and Psychosomatics 62, no. 1-2 (1994): 78–81. http://dx.doi.org/10.1159/000288907.

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10

Triebenbacher, Sandra Lookabaugh. "Pets as Transitional Objects: Their Role in Children's Emotional Development." Psychological Reports 82, no. 1 (1998): 191–200. http://dx.doi.org/10.2466/pr0.1998.82.1.191.

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Children's use of pets as transitional objects and the contributions of pets to children's emotional well-being were examined. The sample included 94 boys and 80 girls in preschool through Grade 5; 70% were current pet owners, and 30% were not pet owners. Each participant was individually interviewed using a structured interview format of 20 questions for current pet owners and three questions for non-pet owners to assess perceptions about the role of friendships between animals and humans, shared activities between children and pets, ways animals and humans communicate love for one another, t

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11

Haslam, Nick. "Temperament and the transitional object." Child Psychiatry & Human Development 22, no. 4 (1992): 237–48. http://dx.doi.org/10.1007/bf00707666.

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12

Resch, Ruth Codier, Silvana Pizzuti, and Alexandra Woods. "The later creation of a transitional object." Psychoanalytic Psychology 5, no. 4 (1988): 369–87. http://dx.doi.org/10.1037/0736-9735.5.4.369.

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13

LoboPrabhu, Sheila, Victor Molinari, and James Lomax. "The transitional object in dementia: clinical implications." International Journal of Applied Psychoanalytic Studies 4, no. 2 (2007): 144–69. http://dx.doi.org/10.1002/aps.131.

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14

Markt, Charla, and Martin Johnson. "Transitional objects, pre-sleep rituals, and psychopathology." Child Psychiatry & Human Development 23, no. 3 (1993): 161–73. http://dx.doi.org/10.1007/bf00707147.

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15

Schneider, Stanley, and Marvin Berman. "The Supervision Group as a Transitional Object." Group Analysis 24, no. 1 (1991): 65–72. http://dx.doi.org/10.1177/0533316491241011.

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16

Litt, Carole J. "Theories of Transitional Object Attachment: An Overview." International Journal of Behavioral Development 9, no. 3 (1986): 383–99. http://dx.doi.org/10.1177/016502548600900308.

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In 1953, Donald Winnicott introduced the term 'transitional object' to describe those blankets, soft toys, and bits of cloth to which young children frequently develop intense, persistent attachments. Winnicott theorized that such T.O. attachments represent an essential phase of ego development leading to the establishment of a sense of self. Subsequent psychological theorists have linked the T.O. to the processes of: separation-individuation; ego and body ego development; the birth of memory, libidinal object constancy, and the capacity for symbolization, creativity; and the capacity for obje

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17

Erkolahti, Ritva. "Transitional Object and Children with Chronic Disease." Psychotherapy and Psychosomatics 56, no. 1-2 (1991): 94–97. http://dx.doi.org/10.1159/000288537.

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18

Paster, Vera S. "The Solace of Transitional Objects: We Never Outgrow Our Need." Contemporary Psychology: A Journal of Reviews 36, no. 4 (1991): 323–24. http://dx.doi.org/10.1037/029638.

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19

Caldwell, Lesley. "A Discussion of Three Versions of Donald Winnicott's ‘Transitional Objects and Transitional Phenomena’, 1951‐1971." British Journal of Psychotherapy 38, no. 1 (2022): 42–60. http://dx.doi.org/10.1111/bjp.12700.

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20

Green *, Katherine E., Melissa M. Groves, and Deborah W. Tegano. "Parenting practices that limit transitional object use: an illustration." Early Child Development and Care 174, no. 5 (2004): 427–36. http://dx.doi.org/10.1080/0300443032000153606.

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21

Ghirardelli, Roberto. "Silence and the Use of Objects Brought to the Session as a Resistance in a Group with Adolescents." Group Analysis 34, no. 4 (2001): 531–37. http://dx.doi.org/10.1177/05333160122077983.

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Containment and waiting are the instruments needed by the conductor of a teenager group. It is in fact necessary to make room for silences, strange objects and non-verbal language: these should not always be interpreted as provocations, but rather as transitional objects.

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22

Lundy, Allan, and Timothy Potts. "Recollection of a Transitional Object and Needs for Intimacy and Affiliation in Adolescents." Psychological Reports 60, no. 3 (1987): 767–73. http://dx.doi.org/10.2466/pr0.1987.60.3.767.

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A number of researchers have shown that the absence or misuse of a transitional object, e.g., a soft toy or blanket, with special meaning to a small child, is associated with later cognitive or character disorders. This paper shows that recall of a transitional object is related to personality characteristics of normal adolescents. These characteristics, the need for intimacy and need for affiliation, were measured by the Thematic Apperception Test administered to 102 11th graders. As expected, results indicated that need for intimacy was related both to recall of a special toy or object and t

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23

Vivona, Jeanine M. "Toward autonomous desire: Women's worry as post-oedipal transitional object." Psychoanalytic Psychology 17, no. 2 (2000): 243–63. http://dx.doi.org/10.1037/0736-9735.17.2.243.

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24

Gabel, Stewart. "D. W. Winnicott, transitional objects and the creation of the divine." Mental Health, Religion & Culture 20, no. 8 (2017): 741–55. http://dx.doi.org/10.1080/13674676.2017.1407920.

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25

Friman, Patrick C. "“TRANSITIONAL OBJECTS” AS ESTABLISHING OPERATIONS FOR THUMB SUCKING: A CASE STUDY." Journal of Applied Behavior Analysis 33, no. 4 (2000): 507–9. http://dx.doi.org/10.1901/jaba.2000.33-507.

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26

Flavell, John H., Eleanor R. Flavell, and Frances L. Green. "A Transitional Period in the Development of the Appearance-Reality Distinction." International Journal of Behavioral Development 12, no. 4 (1989): 509–26. http://dx.doi.org/10.1177/016502548901200407.

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In this study we tested two related hypotheses about 5-year-olds' competencies concerning the appearance-reality distinction: (a) although they clearly have developed some understanding of the distinction by this age, they are not as sensitive to it as adults are, and consequently require more prompting to access and use it; (b) they are more apt than adults to construe an object currently viewed under illusory conditions non-hierarchically and successively as A (how it presently appears) now and R (how it really is) at other times, rather than hierarchically and simultaneously as A in appeara

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27

Nicholls, Lindsey. "‘Touching the void’. Mountains as transitional objects: Climbing as a defence against anxiety." Psychodynamic Practice 14, no. 3 (2008): 249–62. http://dx.doi.org/10.1080/14753630802164446.

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28

LaMothe, Ryan Williams. "The Transition from Object Faith to Personal Faith: Transitional Subjects." Pastoral Psychology 59, no. 5 (2010): 617–30. http://dx.doi.org/10.1007/s11089-010-0276-9.

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29

DeGolia, Van Dyke. "Commentary on “The Negative Transitional Object: Theoretical Elaboration and Clinical Illustration”." Psychoanalytic Dialogues 28, no. 2 (2018): 151–56. http://dx.doi.org/10.1080/10481885.2018.1432943.

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30

Wakenshaw, Clare. "The use of Winnicott’s concept of transitional objects in bereavement practice." Bereavement Care 39, no. 3 (2020): 119–23. http://dx.doi.org/10.1080/02682621.2020.1828770.

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31

Steir, Alison J., and Elyse Brauch Lehman. "Attachment to transitional objects: Role of maternal personality and mother–toddler interaction." American Journal of Orthopsychiatry 70, no. 3 (2000): 340–50. http://dx.doi.org/10.1037/h0087714.

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32

Gabel, Stewart. "D. W. Winnicott, transitional objects, and the importance of materialization for religious belief." Journal of Spirituality in Mental Health 21, no. 3 (2018): 178–93. http://dx.doi.org/10.1080/19349637.2018.1467813.

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33

Nolan, P. "Music as a Transitional Object in the Treatment of Bulimia." Music Therapy Perspectives 6, no. 1 (1989): 49–51. http://dx.doi.org/10.1093/mtp/6.1.49.

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34

Erkolahti, Ritva, and Marjaana Nyström. "The prevalence of transitional object use in adolescence: is there a connection between the existence of a transitional object and depressive symptoms?" European Child & Adolescent Psychiatry 18, no. 7 (2009): 400–406. http://dx.doi.org/10.1007/s00787-009-0747-7.

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35

McCullough, Courtney. "A Child's Use of Transitional Objects in Art Therapy to Cope With Divorce." Art Therapy 26, no. 1 (2009): 19–25. http://dx.doi.org/10.1080/07421656.2009.10129306.

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36

Sloate, Phyllis L. "From Fetish Object to Transitional Object: The Analysis of a Chronically Self-Mutilating Bulimic Patient." Journal of the American Academy of Psychoanalysis and Dynamic Psychiatry 36, no. 1 (2008): 69–88. http://dx.doi.org/10.1521/jaap.2008.36.1.69.

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37

Peltzer, Karl. "PERSONALITY AND PERSON PERCEPTION IN AFRICA." Social Behavior and Personality: an international journal 30, no. 1 (2002): 83–94. http://dx.doi.org/10.2224/sbp.2002.30.1.83.

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The paper reviews personality and social behavior in Africa. Three distinctive components of the people inhabiting present-day sub-Saharan Africa are identified: (1) traditional persons who are yet little affected by modernization, (2) transitional persons, and (3) modern individuals. The socialization of traditional and transitional persons can be illustrated in the form of a model in three dimensions: the authority dimension (vertical, diachronic, historic); the group dimension (horizontal, synchronic, social); the body – mind – environment dimension. Various personhood attributes are identi

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38

Hobara, Mieko. "Prevalence of transitional objects in young children in Tokyo and New York." Infant Mental Health Journal 24, no. 2 (2003): 174–91. http://dx.doi.org/10.1002/imhj.10046.

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39

Free, Kathleen, and Wells Goodrich. "Transitional object attachment in normal and in chronically disturbed adolescents." Child Psychiatry & Human Development 16, no. 1 (1985): 30–44. http://dx.doi.org/10.1007/bf00707768.

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40

Borenstein, Lynn. "When More “We” Becomes More “Me”: Transitional Objects and Forward Movement in Child Psychotherapy." Journal of Infant, Child, and Adolescent Psychotherapy 18, no. 3 (2019): 223–33. http://dx.doi.org/10.1080/15289168.2019.1615273.

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41

Goetzmann, Lutz. "“Is It Me, or Isn't It?”—Transplanted Organs and Their Donors as Transitional Objects." American Journal of Psychoanalysis 64, no. 3 (2004): 279–89. http://dx.doi.org/10.1023/b:tajp.0000041262.36839.fd.

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42

Gerson, Gal. "Amy Allen and Brian O'Connor (eds), Transitional Subjects: Critical Theory and Object Relations." Psychoanalysis and History 23, no. 2 (2021): 241–44. http://dx.doi.org/10.3366/pah.2021.0385.

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43

Sengun, Seda. "Migration as a Transitional Space and Group Analysis." Group Analysis 34, no. 1 (2001): 65–78. http://dx.doi.org/10.1177/0533316401341007.

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What happens in the psyche of the person who migrates? How is the balance between what is objectively perceived and what is subjectively conceived of restored? What factors impinge on this process? Can group analysis help with the transition or lack of it? Is the significance of the therapy group different from any other patient group? These are questions arising from my own personal experiences of being a foreigner in the UK, and from the experiences of running groups with immigrants. I would like to explore these issues, and perhaps speculate, on the basis of Winnicott's ideas of a transitio

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44

Hartman, Tod. "Moral vectors, transitional time and a ‘utopian object of impossible fullness’*." Social Anthropology 15, no. 2 (2007): 187–203. http://dx.doi.org/10.1111/j.0964-0282.2007.00012.x.

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45

L. F. S., JUNQUEIRA, and SCORSOLINI-COMIN F. "PSICOLOGIA, LITERATURA E SAÚDE MENTAL." Muitas Vozes 10 (August 4, 2021): 1–16. http://dx.doi.org/10.5212/muitasvozes.v.10.2117404.

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The relations between Psychology and literature have been discussed in academic circles, above all from an interest in problematizing how human can be described and understood not as if it were an exclusive object of a given field, but as an element capable of producing reflectionsthat cross areas, which should promote the effect of bringing them together and not moving away, as we observed in contemporary science and in health training itself. From this gap, the objective of this theoretical study is to reflect on the possible approximations between Psychology and literature, having mental he

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46

Lamb, Douglas H., and Janet R. Latona. "The substitute therapist as transitional object in the treatment of borderline personality disorders." Psychotherapy: Theory, Research, Practice, Training 26, no. 3 (1989): 323–29. http://dx.doi.org/10.1037/h0085442.

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47

Tolochek, Vladimir A. "Historical forms of human activity as an object and subject of research. Part 1." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 119–33. http://dx.doi.org/10.20323/1813-145x-2021-5-122-119-133.

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In the works of methodologists, less attention is paid to the organization and conduct of specific research projects (R&D), which cannot claim the scope of the subject of the discipline as a whole. Accordingly, the issues of the object and the subject of specific R&D are becoming topical. The accelerating evolution of social objects makes these issues permanently relevant. Inaccuracies in their solution lead to shifts in the content and names of disciplines, inadequacy of the conceptual apparatus, and the complexity of the interaction of scientists working in different scientific tradi

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48

McKay, Rachel Kabasakalian. "Where Objects Were, Subjects Now May Be: The Work of Jessica Benjamin and Reimagining Maternal Subjectivity in Transitional Space." Psychoanalytic Inquiry 39, no. 2 (2019): 163–73. http://dx.doi.org/10.1080/07351690.2018.1561115.

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49

Jacobus, Mary. "Magical Arts: The Poetics of Play." Psychoanalysis and History 7, no. 1 (2005): 21–50. http://dx.doi.org/10.3366/pah.2005.7.1.21.

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The paper argues that links between play and magic in British Object Relations point to the persistence of aesthetic concerns within psychoanalysis. Magical thinking is present in British Object Relations psychoanalysis from its beginnings in Klein's play technique and early aesthetic writings, surfacing elsewhere in Susan Isaacs's educational experiments and her theories of metaphor. Marion Milner's clinical account of the overlapping areas of illusion and symbolformation in a boy's war-games link the primitive rituals of Frazer's The Golden Bough with her patient's creativity. In Winnicott's

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50

Alp, I. Ercan. "Measuring the Size of Working Memory in Very Young Children: The Imitation Sorting Task." International Journal of Behavioral Development 17, no. 1 (1994): 125–41. http://dx.doi.org/10.1177/016502549401700108.

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Development of working memory in the transitional period from infancy to preschool years was investigated from a neo-Piagetian perspective. A new task, the Imitation Sorting Task, was specifically designed for this purpose. The task involves a game of imitation. An increasing number of disparate objects are sorted into two containers and the child is asked to reproduce each demonstrated sorting. The number of objects in the largest set that the child can successfully sort in imitation determines the child's score on the task. The task was administered three times to children from 12 to 36 mont

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