The film industry has made a remarkable achievement in educating and entertaining its viewers by reflecting the different chapters of human life and bringing to light many individual and social issues. While many films are memorable for both good and bad reasons, only a few are considered true “classics.” One such classic film, directed by Craig Gillespie, is "Lars and the Real Girl".1 Overview of Lars and the Real Girl The film portrays a very sensitive screenplay that highlights several factors that can influence the psychosocial development of an individual and the multiple processes required to remedy the given situation. The film revolves around a 27-year-old Lars Lindstrom who has succumbed to loneliness and insecurity due to bitter childhood experiences.2 Connections to Theoretical Perspectives Throughout the film, possible connections to concepts of psychosocial development through Bronfenbrenner's bioecological theory, Erik Erikson's psychosocial theory, John Bowlby's attachment theory and Winnicott's psychoanalysis can be used to explain the psychosocial point of view of the film.2.1. Bronfenbrenner's Bioecological Theory The presence of multiple contexts that influence an individual's development seems evident as the film progresses. Referring to Bronfenbrenner's bioecological theory, the interactions of the entities in the microsystem, in this case, the family, colleagues and the ecclesial group; and the mesosystem involving interactions between two entities of the microsystem – in this case, Lars and the family, the family and Dr. Dagmar, Lars and the church group, appear to have a strong influence on Lars' psychosocial development. The trauma of his mother's death during childbirth, his father's emotional neglect due to depression and ... middle of paper ...... (e.g., relatives, colleagues, teachers and media) may intervene to interact with the affected individual and guide them on how to be self-motivated to set and achieve goals. As a result, channeling thoughts and energy to achieve personal goals in life has allowed me to release my transitional object and gain greater control over my development.4 Conclusion Simply put, we may not have much control over our personal goals. development since the degree of control depends on our age, experience, influence and interactions of people around us. Furthermore, “there is in every child, at every stage, a new miracle of vigorous development, which constitutes a new hope and a new responsibility for all” and therefore family, friends and community collectively have an imperative role in the development of the child's potential throughout the process. years.