Traditionally, development has been conceived as a continuous, progressive process of growth. In this seminal view, individuals are thought to elaborate and synthesize new knowledge and new capacities throughout the life span and, under healthy conditions, move toward wider integrative spans in both cognitive and social-personality functions (Ryan, 1995). The assumed trajectory toward ever more differentiation and higher order integration is even argued by some to differentiate the term development from other types of change (Blasi, 1976).This conceptualization of development is, however, increasingly being questioned. As in the field of evolution, the view that progress or growth best characterizes developmental change is being strongly criticized. Lifespan perspectives have specifically added new complexity to traditional views by emphasizing that development brings with it both changing tasks Preparation of this chapter was facilitated by Grant MH53385 from the National institute of Mental Health.