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Recovering Christian Hospitality in End of Life Care

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Recovering Christian Hospitality in End of Life Care Recovering Christian Hospitality in End of Life Care: Honouring the Mi’kmaq People in Death and Dying By Debra Garnita Orton B.A., University of Toronto, 1990 M.Div., Victoria University, of the University of Toronto, 2001 Sacred Theology Master, University of Winnipeg, 2006 Submitted to the Faculty of Theology, Acadia Divinity College, In partial fulfillment of the requirements for The degree of Doctor of Ministry Acadia Divinity College, Acadia University Spring Convocation, 2015 © by DEBRA GARNITA ORTON, 2015 Dedicated to Bear River First Nations and other Aboriginal Elders from Atlantic Canada who have welcomed me into their lives, community and hearts. Wela’lioq (Thank you, plural) ii This thesis by Debra Garnita Orton was defended successfully in any oral examination on: The examining committee for the theses was: _____________________________________ ___________________________ Dr. Anna Robbins, Chair Date _____________________________________ ___________________________ Dr. Grace Johnston, External Examiner Date _____________________________________ ___________________________ Dr. Carol Ann Janzen, Internal Examiner Date _____________________________________ ___________________________ Dr. Maxine Hancock, Supervisor Date This thesis is accepted in its present form by Acadia Divinity College as satisfying the thesis requirements for the degree Doctor of Ministry. iii I, Debra Garnita Orton, hereby grant permission to the Head Librarian at Acadia University to provide copies of this thesis, on request, on a non-profit basis. _____________________________________ ___________________________ Debra Garnita Orton Date _____________________________________ ___________________________ Dr. Maxine Hancock, Supervisor Date iv Acknowledgement I am very blessed to receive the hospitality of others who continually come into my life at just the right moment. Each of these individuals and/or groups of people has created a free and friendly space that enabled me to grow in both my spirituality and humanity. I would now like to acknowledge Dr. Maxine Hancock, my director who, in her own unique way, modeled hospitality as a creative interchange between people. She accomplished this by challenging me in a positive and encouraging fashion so that I could grow intellectually, spiritually and in my own humanity. Henry Nouwen claims that teaching is “the creation of space where students and teachers can enter into a fearless communication with each other and allow their respective life experiences to be their primary and most valuable source of growth and maturation, and mutual trust.” Dr. Hancock created such a hospitable place with her warmth, kindness and firmness energizing my inner spirit and intellectual abilities. I would also like to recognize Dr. Joan Campbell, CSM., Dr. Lynne Harrigan, M.D., Michele Gerrard, CA and Dr. Shelley Hustins, DVM., who have been my support system throughout this entire work. Their ongoing support, encouragement and patience have taught me a very valuable lesson in life; friends are a gift to cherish and care for. The hospitality that has been extended to me through these wonderful women has provided me with hope and strength within my own spirit, especially when I had moments of feeling emotionally, spiritually and intellectually exhausted. I am grateful also to Dr. Anne Barry, MD and Eileen Shaw, RN for taking the time to read this thesis and provide helpful suggestions. I would also like to thank Angie Davidson for taking time from her busy schedule to carefully review and fine tune the technical aspects of my work. It is with deep appreciation and gratitude that I give a special thanks to the librarians at Annapolis Valley District Health Authority, Nova Scotia Community Colleges and Acadia University. Librarians have a special place in their hearts for students and have a special gift for accessing research materials with great ease, keeping students calm and on track with their work. Last but not least, I would like to salute Ms. Lily Pad and Ma (fictitious names) who awakened my spirit to spiritual hospitality by inviting me into their lives while living with dying and moving to active dying. Both of these women made me realize that the relationship between the spiritual care practitioner and the one who is dying is a v reciprocal relationship. As I tried to make sense out of this new found relationship with the terminally ill, it was the Spirit of God who guided me to read Matt 10:40-42, John 13:20 and sent me on a journey to discover the true meaning of biblical hospitality. I will always be grateful for the spiritual connection that I have experienced with Abraham, Sarah and Jesus for modeling hospitality. Moreover, I am deeply thankful for the Spirit of God as experienced through the hospitality of Jesus, for sending me on a spiritual quest that has been unimaginable. “Very truly, I tell you, whoever receives one whom I send receives me; and whoever receives me receives him who sent me.” (John 13:20) vi TABLE OF CONTENTS Preface ............................................................................................................................... ix Chapter I: Hospitality at the Crossroads ...................................................................... 1 1.1 Introduction ........................................................................................................... 1 1.2 Judeo-Christian Hospitality .................................................................................... 4 1.3 Christian Hospitality and Counseling the Vulnerable .......................................... 11 1.4 Hospitality in the Mi’kmaw Tradition .................................................................. 24 1.5 Spiritual Hospitality: A Common Ground ............................................................. 33 1.6 Spiritual Hospitality and the Therapeutic Relationship ....................................... 40 Chapter 2: Maintaining Quality of Life at End of Life Care of Aboriginal People ......... 48 2.1 Introduction ......................................................................................................... 48 2.2 Quality of Life at End of Life for Aboriginal People .............................................. 49 2.3 Ramifications of Failing to Maintain Quality of Life ............................................. 55 2.4 Three Principles of Spiritual Care-giving to Improve QOL in Health Care Settings .. .............................................................................................................................. 62 (a) Self Awareness ................................................................................................ 62 (b) Complicated Hospitality ................................................................................. 68 (c) Ethics of Care ................................................................................................. 78 Chapter 3: Research Method and Findings ............................................................... 93 3.1 Introduction ............................................................................................................... 93 3.2 A Brief History of the Mi’kmaq .................................................................................. 94 3.3 Study Background .................................................................................................... 103 3.4 Method .................................................................................................................... 105 (a) Using Grounded Theory in Ethnography ...................................................... 106 3.5 Theme of Spiritual Hospitality in Grounded Theory Research ................................ 109 3.6 Preparing the Way ................................................................................................... 110 Step 1: Learning about Aboriginal People in Canada .......................................... 110 Step 2: Building Relationships ............................................................................ 112 Step 3: Ethical Considerations ............................................................................ 114 Step 4: Rigor ....................................................................................................... 116 Step 5: Getting Ready ......................................................................................... 117 Step 6: Moving Forward ..................................................................................... 119 Step 7: Data Gathering ....................................................................................... 124 3.7 Conclusion: What Were the Lessons Learned? ...................................................... 136 vii Chapter 4: Analysis and Results ............................................................................ 139 4.1 Introduction ............................................................................................................. 139 4.2 Analysis of Themes Drawn from Data ..................................................................... 140 (a) Theme 1: Historical and Gross Misunderstandings ................................................ 141 (b) Theme 2: After-math of Colonialism and Residential Schools ............................... 146 (c) Theme 3: Respect ................................................................................................... 148 (d) Theme 4: Sacred Objects ......................................................................................
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