Identity, regression and development

Regression has held varied meanings within psychoanalytic and developmental literatures. Within psychodynamic literature, regression has often implied return to earlier developmental levels for the purpose of mastering childhood trauma. It has, however, been stated that regression is an essential and adaptive feature of normative adolescent development. Within developmental literature, regression has been discussed in relation to structural characteristics of stage change; the concept has remained problematic, for developmental theories often postulate directionality in development inconsistent with the notion of regression. It is the purpose of this paper to (a) review varied meanings regression has held within psychoanalytic and developmental literatures, (b) focus on the forms, frequencies and functions of regression when examining data from two structural developmental models addressing dimensions of normative adolescent identity development, and (c) consider precipitants for different forms of regressive movement. The paper will conclude with suggestions for hypotheses to be tested in future research.