appropriate support. The most important question is, of course, to ask family members about their needs associated with the death. Always remember:
• Each family is unique • Ask how you can help the family • Learn from each family you meet
Providers must also acknowledge that some families have had to deal with racism and other forms of discrimination in the healthcare system. These experiences can destroy the family’s trust in the system and any expectation that providers will act on the family’s behalf. Providers may have to increase their efforts to identify and overcome these barriers.
Finally, while cultural traditions play a role in the way a person responds to loss, beliefs are not static. Especially in today’s world, communication technologies, global news broadcasts, and extensive migration are creating an environment in which traditional customs are ever-changing.
Conclusion Meeting the diverse needs of bereaved families is a challenge to healthcare providers. At the same time, the experience affords a unique opportunity for providers to assist and support families through one of life’s most difficult times, the death of a loved one. To do this effectively, care providers must appreciate culture beliefs and traditions that differ from their own. Such awareness can prevent misunderstandings, and unneeded distress that the bereaved family might remember and thus grieve for a lifetime. Simple questions can provide an opportunity for the bereaved to share their feelings and unique customs. One key question can begin to build a therapeutic, culturally competent rela- tionship: “How can I help you?”
QUESTIONS PROVIDERS CAN ASK TO ASSIST THE BEREAVED
I am so sorry for your loss. How can I help you?
What are your traditions when an infant dies?
Is there someone I can call for you?
Has your family ever had this experience before?
How did they handle it?
Did you have a funeral service? Was it helpful?
VOICES FROM THE COMMUNITY: CROSS CULTURAL EXPRESSIONS OF GRIEF AT THE LOSS OF AN INFANT
vii
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88