Corr Charles A
Southern Illinois University Edwardsville, IL, USA.
Omega (Westport). 2021 Sep;83(4):706-728. doi: 10.1177/0030222819865397. Epub 2019 Jul 31.
This article acknowledges the historical importance of the work of Elisabeth Kübler-Ross and her five stages model. Because her name and this model appear in many textbooks, professional educational programs, and popular culture, should we incorporate these subjects in responsible ways in our current teaching and practice? The answer proposed here is that we should incorporate these subjects, but only if (a) we focus on her recommendations on behalf of active listening and learning from persons diagnosed with a terminal illness, (b) we limit ourselves to her descriptions of the individual reactions and responses experienced by her interviewees, (c) we acknowledge criticisms of the five stages model as a framework for understanding coping with life-threatening illness and dying, (d) we draw instead on alternative theories of coping with dying, and (e) we recognize dangers in applying this model to issues involving loss, grief, and bereavement and do not do so.
本文承认伊丽莎白·库伯勒 - 罗斯的工作及其五阶段模型的历史重要性。由于她的名字和这个模型出现在许多教科书、专业教育项目及大众文化中，我们是否应以负责任的方式将这些内容纳入我们当前的教学和实践中呢？这里给出的答案是，我们应该纳入这些内容，但前提是：（a）我们关注她代表积极倾听以及向被诊断患有绝症的人学习所提出的建议；（b）我们仅限于她对受访者所经历的个体反应和回应的描述；（c）我们承认对五阶段模型作为理解应对危及生命疾病和死亡的框架的批评；（d）我们转而借鉴应对死亡的其他理论；（e）我们认识到将此模型应用于涉及丧失、悲伤和丧亲之痛等问题的危险性，并且不这样做。
