Southern Illinois University Edwardsville, IL, USA.
Omega (Westport). 2021 May;83(1):33-63. doi: 10.1177/0030222819840476. Epub 2019 Apr 11.
A previous article in this journal examined some aspects of the enduring influence of Elisabeth Kübler-Ross's "five stages" model through a sampling of recent American textbooks in selected academic disciplines and professional fields. This article offers a parallel sampling of 47 textbooks published in 10 different countries outside the United States. The questions to be answered are as follows: Does the "five stages" model appear without significant change in the textbooks described here?Is the "five stages" model applied in these textbooks to issues involving loss, grief, and bereavement as well as to those involving terminal illness and dying?Is the "five stages" model criticized in some or all of these textbooks?If so, is the criticism sufficient to argue that, while the "five stages" model might be presented as an important historical framework, it should no longer be regarded as a sound theory to guide contemporary education and practice?
上一篇本期刊登的文章通过对美国一些学术领域和专业领域的精选教材进行抽样调查，研究了伊丽莎白·库伯勒-罗斯的“五个阶段”模式持久影响的一些方面。本文对来自 10 个美国以外国家的 47 种教材进行了类似的抽样调查。要回答的问题如下：这里描述的教材中，“五个阶段”模式是否没有明显变化？在这些教材中，“五个阶段”模式是否不仅适用于涉及死亡和临终的问题，也适用于涉及损失、悲伤和丧亲的问题？“五个阶段”模式在这些教材中是否受到批评？如果是，这种批评是否足以说明，虽然“五个阶段”模式可能被视为一个重要的历史框架，但它不应再被视为指导当代教育和实践的合理理论？
