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Identity, regression and development

Kroger1

  • 1Psychology Department, University of Tromso, Tromso, N-9037, Norway

Journal of Adolescence
|June 1, 1996
PubMed
Summary

Regression in adolescent development is explored, examining its adaptive functions and potential precipitants. This study reviews varied meanings of regression and its role in identity development, proposing future research hypotheses.

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Area of Science:

  • Psychology
  • Developmental Psychology
  • Psychoanalytic Theory

Background:

  • Regression has multiple interpretations in psychoanalytic and developmental psychology.
  • In psychodynamic contexts, regression often signifies a return to earlier stages for trauma mastery.
  • However, regression is also considered an essential, adaptive aspect of normal adolescent development.

Purpose of the Study:

  • To review the diverse meanings of regression in psychoanalytic and developmental literature.
  • To examine the forms, frequencies, and functions of regression within adolescent identity development models.
  • To consider factors that may precipitate different types of regressive behavior.

Main Methods:

  • Literature review of psychoanalytic and developmental theories on regression.
  • Analysis of data from two structural developmental models of adolescent identity.
  • Examination of regression within normative adolescent development.

Main Results:

  • The paper synthesizes varied definitions of regression, highlighting its adaptive role in adolescence.
  • It analyzes regression's forms, frequencies, and functions in identity development.
  • Precipitants for regressive movements are considered.

Conclusions:

  • Regression is a complex phenomenon with adaptive potential in adolescent development.
  • Further research is needed to test hypotheses regarding regression's role and triggers.
  • Understanding regression is crucial for developmental psychology and psychoanalytic theory.

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