In light of this work and class discussions, consider the question of whether we should foster imaginary relationships. Given what we know about them, they play an important social role for some people—could that role be provided for others?

Official Assignment: You have learned about several different types of imaginary relationships that occur across the lifespan. You have seen the various ways in which these relationships operate in people’s lives.

In light of this work and class discussions, consider the question of whether we should foster imaginary relationships. Given what we know about them, they play an important social role for some people—could that role be provided for others? Your answer to this question need not be yes or no. For example,

Imaginary companions sometimes help children figure out social systems and explore complicated feelings. They are also sometimes a source of conflict.
Continuing bonds provide a great deal of comfort and security, but then they also suggest possible psychopathology if maintained for too long.
A stuffed dog is associated with affection, but would it make a better “friend” than a robot?
Some people create imaginary relationships and others don’t. Does that mean it wouldn’t be useful or helpful for those who don’t under any circumstances?
Think critically about if and when you might support fostering imaginary relationships. You might think about this question in therapeutic terms, as a treatment for psychopathology, or perhaps as an intervention to help explain relationships concepts or work on emotion regulation. Justify the circumstances in which you might/might not consider this idea, using course material for evidence.

Additional Information
Ways in which different age groups use imaginary friends (imaginary companions) or personified objects
-Middle and early Child
theory of mind
moral development
control
learning boundary between real and not
nurturing
control/expertise

-Young Adult
stability in transitions
exploring gender and sexuality

-Young Adult and Adolescence
identity formation
reconcile cultural conflicts

-Middle Childhood and Adolescence
problem solving
self regulation
practice social interactions
companionship
wish fulfillment
coping mechanism (tough times)
confident (may older)
companionship
learning and processing social expectations
emotional regualtion
developing self identity

what is real
real things can be tangible, proven,

– I would like the essay to say that imaginary companions should be encouraged when they appear but should not be forced. Talk about the way that Imaginary companions are used and how they can benefit (from the list please). Play and interaction with imaginary companions as well as family support/ encouragement should be staples.
I included several of the most important articles on the subject. The last is only pieces and they should be in order (sorry couldn’t download it)