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CHAPTER 25 Helen C. Erickson, Evelyn M. Tomlin, and Mary Ann P. Swain 499

individual’s future since it connotes something
Theoretical Sources still in progress” (Erickson, Tomlin, & Swain, 2002,
The theory and paradigm Modeling and Role-Modeling pp. 62–63).
was developed with a retroductive process. The origi- The works of Winnicott, Klein, Mahler, and
nal model was derived inductively from Erickson’s Bowlby on object attachment were integrated with
clinical and personal life experiences. The works of the original model to develop and articulate the con-
Maslow, Erikson, Piaget, Engel, Selye, and M. Erickson cept of affiliated individuation (AI). Object relations
MD were then integrated and synthesized into the theory proposes that an infant initially forms an
original model to label, further articulate, and refine a attachment to his or her caregiver after having
holistic theory and paradigm for nursing. H. Erickson repeated positive contacts. As the child grows and
(1976) argued that people have mind-body relations begins to move toward a more separate and indi-
and an identifiable resource potential that predicts viduated state, a sense of autonomy develops and
their ability to contend with stress. She articulated a he or she usually transfers some attachment to an
relationship between needs status and developmental inanimate object such as a cuddly blanket or a teddy
processes, satisfaction with needs and attachment bear. Later, the child may attach to a favorite base-
objects, loss and illness, and health and need satisfac- ball glove, doll, or pet, and finally onto more abstract
tion. Tomlin and Swain validated and affirmed Erickson’s things in adulthood, such as an educational degree,
practice model and helped her expand and articulate professional role, or relationship. Erickson drew on
labeled phenomena, concepts, and theoretical rela- the work of these individuals and proposed a theo-
tionships. retical relationship between object attachment and
Maslow’s theory of human needs was used to label need satisfaction, theorizing that when an object
and articulate their personal observations that “all repeatedly meets an individual’s basic needs, attach-
people want to be the best that they can possibly be; ment or connectedness to that object occurs. From
unmet basic needs interfere with holistic growth synthesis of these theoretical linkages and research
whereas satisfied needs promote growth” (Erickson, findings, a new concept of AI was identified and
Tomlin, & Swain, 2002, p. 56; Erickson, M., 1996a, defined as the inherent need to be connected with
1996b, 2006; Jensen, 1995). Erickson further devel- significant others at the same time that there is a
oped the model to state that unmet basic needs create sense of separateness from them (Erickson, H., 2006,
need deficits that can lead to initiation or aggravation 2010; Erickson, Erickson, & Jensen, 2006; Erickson,
of physical or mental distress or illness, while need Tomlin, & Swain, 1983; Erickson, M., 1996b). From
satisfaction creates assets that provide resources the time of birth until a person takes their last
needed to contend with stress and promote health, breath, AI and object attachment are essential to
growth, and development. need satisfaction, adaptive coping, and healthy
Piaget’s theory of cognitive development provides growth and development. Furthermore, “object loss
a framework for understanding the development of results in basic need deficits” (Erickson, Tomlin, &
thinking, while integration of Erik Erikson’s work on Swain, 2002, p. 88). Loss is real, threatened, or per-
the stages of psychosocial development through the ceived; it may be a normal part of the developmental
life span provides a theoretical basis for understand- process, or it may be situational. Loss always results
ing the psychosocial evolution of the individual. Each in grief; normal grief is resolved in approximately
of his eight stages represents developmental tasks. As 1 year. When loss occurs and only inadequate or
an individual resolves each task, he or she gains inappropriate objects are available to meet needs,
strengths that contribute to character development morbid grief results. Morbid grief interferes with the
and health. As an outcome of each stage, people de- individual’s ability to grow and develop to their
velop a sense of their own worth and projection of maximal potential (Erickson, Tomlin, & Swain,
themselves into the future. “The utility of Erikson’s 2002; Erickson, M., 2006). The work of Selye and
theory is the freedom we may take to view aspects Engel, as cited by Erickson, Tomlin, and Swain
of people’s problems as uncompleted tasks. This (1983), provided additional conceptual support for
perspective provides a hopeful expectation for the the propositions regarding loss and an individual’s