[2] Another conceptualization describes it in psychodrama as "the representation of absentees, individuals, delusions, symbols, ideals, animals, and objects" that make the protagonist's world real and tangible.
[13] Simultaneously, the reason lies in no transferring between ego ideals and superego limits among generations, yet this process is critical for identity formation during adolescence (secondary separation-individuation phase).
[13] A comment from Viviane Sprinz Mondrzak regarding Donald Meltzer referred to this new adolescent generation as ‘pseudo-pseudo-mature.’ [13] In this context, he described the term as a behavior to act adult-like (pseudo-mature) while failing to detect and deny one's dependence on the adult (personality) addiction; lacking dependence-denial attitude.
[13] They live in a period where these technologies become part of their daily basis, especially when they provide ideal psychological resources for self-regulation, including internal conflicts and impulses, for anything at any time.
[13] They can interact in social media and experience all necessary aspects, for what leads to all self-objection - narcissistic and exhibitionistic forms of omnipotence, idealization, and alter ego.
[13] In short, Oedipal conflict (Oedipus Complex) is a term used in Sigmund Freud’s psychosexual development stages theory, which describes the boy’s desiring feelings for his mother while expressing jealousy and anger towards his father.
[15] From the intervention that ended in two years, Dr. Boles noted the therapeutic effect of analysis relating to the sessions held for Sam during the treatment process, and helping the child to acknowledge, bear and regulate one’s emotions.
[15] The process was achievable by setting up interactive environments for Sam to experience, including implying the limit-setting to his playful session with punishments if crossing harmful thresholds.
[15] Meanwhile from Dr. Hoffman’s perspective, Dr. Boles performed as a developmental object for Sam, through attempts at helping the child to control and identify his feelings, especially aggression, and in hopes of building his mental structure.
[15] Overall, Dr. Hoffman, in reference to Dr. Boyle's results of this analysis, remarked on the importance of the analysts as auxiliary ego or superego (or both) for the child to overcome one's emotions, feelings, and emerging wishes whether one can control.