Transitional Objects: A Review of the Literature

Galligan, Ann M.

doi:10.1111/j.1744-6171.1994.tb00237.x

Cited by 5 publications

(2 citation statements)

References 28 publications

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“…Winnicott (1953) called the experienced transitional area "intermediate space," describing the place between self and not self, reality and fantasy. Galligan (1994) implied that there is no clear border of this space, and Schecter (1983) pointed out that young children connect the areas when playing imaginatively. In the process of play, children experience three states:…”

Section: The Meaning Of Transitional Object Transformationmentioning

confidence: 99%

Borderless: Global Narratives in Art Education

Shin

Hutzel

2022

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All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher. This anthology crossed many borders in bringing together the research and voices of seven different countries, including five languages. It was no easy feat, and we (Ryan Shin and Karen Hutzel) are thankful to many who were a part of this journey. While we were co-editors of the Journal of Cultural Research in Art Education, the topic of Borderless: Global Narratives in Art Education became the theme of the third and final edition of the journal under our editorship. The idea to connect to countries across the world was Ryan's, and he reached out and engaged the editors of all the journals represented in this book and a few more that did not make it into this book. As this project took hold into a book, our vision was to capture the voices of the journals that also ran issues within this theme into one place in order to best represent and archive a global perspective on art education. In all of this time, we relied on the expertise of our editorial assistant, Elle Pierman, who started as a graduate student at Ohio State and editorial assistant to the journal and finished with us as editorial assistant and contributing editor to the book. Elle's organizational acumen, willingness to learn, incredible editing expertise, graphic design abilities, and general ability to really make it happen through difficulties might be the only reason this book has come to fruition! We can't thank her enough for her commitment to us, to this project, and to the field. Within the timeframe of all of this, she earned the title Elle Pierman, PhD, and we are thrilled to have her as a colleague. As well, we are so thankful to the editors of the contributing journals first for agreeing to produce a journal issue under this theme and second for then agreeing to work with us and their authors to republish journal articles selected as chapters in this book. Their contributions to this task were immense, requiring a lot of back and forth, further editing, coordination of authors, and in some cases, translation into English. Thank you to

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Section: The Meaning Of Transitional Object Transformationmentioning

confidence: 99%

Borderless: Global Narratives in Art Education

Shin

Hutzel

2022

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“…vaere børneremser. I skrivegruppen kan kreativt forfattede tekster anses på lignende måde som overgangsobjekter, der hverken kan anskues som neutrale og objektive udsagn, men heller ikke helt private og subjektive, de kommer hverken indefra eller udefra, men danner udgangspunkt for en udforskende relation mellem selv og omverden (Galligan, 1994). Som overgangsobjekter er de delbare, uden at deres betydning behøver at vaere fuldstaendig symboliseret, og de kan vedblive at have delvist imaginaer karakter.…”

Section: Leg Som Kreativitetens Fundamentunclassified

Skrivegrupper Som en Ny Gruppebaseret Hybrid Mellem en Kunstworkshop Og en Gruppeterapeutisk Intervention for Mennesker Med Psykisk Lidelse

Bundesen¹,

Rosenbaum²

2021

P&L

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Kunst har gennem tiden altid haft en plads i psykiatrien som både beskæftigelse og som terapeutisk og diagnostisk middel. Kunstbaserede interventioner er internationalt anerkendt og implementeret i psykiatrien, men i Danmark er tilbuddet til patienterne sparsomt. Et gruppedynamisk format, der integrererpsykodynamisk og fænomenologisk tankegang, og som er centreret om arbejdet med kreativ skrivning ledet af skønlitterære forfattere i samarbejde med sundhedsfaglige co-terapeuter, er en ny eklektisk tilgang til recovery med fokus på refleksiv funktion, identitet, samhørighedsfølelse, empowerment og afstigmatisering. Tekster, der produceres i gruppen, fungerer som overgangsobjekter, og skrivegruppen danner et holdingcontaning environment, hvor faktorer som resonans og kreativitet bliver afgørende.

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Dealing with stress: Patterns of self-comfort among healthcare students

Dahlqvist

Söderberg

2008

Nurse Education Today

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Transitional Objects: A Review of the Literature

Cited by 5 publications

References 28 publications

Borderless: Global Narratives in Art Education

Borderless: Global Narratives in Art Education

Skrivegrupper Som en Ny Gruppebaseret Hybrid Mellem en Kunstworkshop Og en Gruppeterapeutisk Intervention for Mennesker Med Psykisk Lidelse

Dealing with stress: Patterns of self-comfort among healthcare students

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