Discovering the triggers for wandering are not always easy, but they can provide insights to dealing with the behavior. • Hoarding – they may hide things, in draws, under matress etc as it makes them feel safe and in control • Repetition - People with dementia will often repeat a word, statement, question or activity over and over. While this type of behavior is usually harmless for the person with dementia, it can be annoying and stressful to caregivers. Sometimes the behavior is triggered by anxiety, boredom, fear or environmental factors. Respond with reassurance and comfort.
5.4.c Handovers or team meetings are good opportunities to make co-workers aware of the concerns I may have. Maybe together we can find ways of working that minimise distress and discomfort. I may also find that your worries are shared by others and might identify a procedure that needs to be changed. Reporting my concerns is also important. 5.5.a Usually, if someone feels uncomfortable they will move about until they find a more comfortable position.
There are many different ways in which pupil learning may be affected, for example, being distracted too easily, easily influenced by others, concerned about what peers think, misbehaving to gain attention and arguing or fighting during break times. Explain the sorts of problems that might occur when supporting learning activities and how to deal with these. 5 3.6 There are numerous different reasons why support staff could have difficulties when supporting learners. They may be: The learning activity | Sometimes it may be a case of changing or adapting different strategies for pupils to work with so that they understand what they are doing, this may be if the teacher has set work that the student you are supporting isn’t capable or finds it more difficult to understand, you need adapt or deliver the activity in a way to help the child to understand. | Learning resources | When there is a lesson that requires different equipment to be used, make sure you know it is in working order, check you know how to use it, that it is functioning and that pupils will be able to use it.
eating or sleeping problems, speech problems e.g. selective mutism or stuttering, also mental problems e.g. depression and self harm. The importance of positive relationships during periods of transitions Change may be unsettling for children and young people and can cause them to feel anxious and insecure. During these periods of uncertainty it is important that they have consistency and familiarity and they need to know that someone will continue to provide them with a sense of security.
This may then result in them not wanting to join in in activities or even find it as an excuse to play up. It may also seem acceptable behaviour which they may also copy outside the classroom. 2) Poor communication and/or no respect between adults in a setting. If adults, such as teachers talking to other teachers or teachers talking to
| Disadvantages of this may be that if the service user is trying to communicate something really important then it may be misunderstood, or people may not get the right idea. Also this may not work for people who are shy. Another issue could be if a service user is trying to report bullying or abuse through this communication then it could be missed.
Another common issue might be their language and cognitive skills. Problems with their speech, understanding words, talking problem solving, memory, attention, problem solving, and judgment can all be affected by TBI. These students might also have a hard time staying focused and might be disorganized in their work and/or thoughts. Behavioral problems is also a common symptom of TBI. The student can have withdrawal from their peers and many social problems such as anxiousness and depression (Yeates,
Some carers may not feel they can approach the person because the assume they are violent. If a person gets violent it is due to frustration and not being able to express themselves. It helps if you know how to approach the person so they dont get adjitated. You should always try to form positive relationships with clients even though they may not remember you a short time later. Some people just think a person dementia does not need to be spoken to bacause they may not be able to understand anyway.
This can include assessing the same evidence on more than one occasion which leads to over assessing and may well be picked up at either internal or external verification. Also an assessor may put too much pressure on the learner to complete the qualification within a certain timeframe or ask them produce more evidence than is required for a certain unit. There can be a risk of evidence not being valid or authentic, for example where a learner asks someone else to produce a learner statement on their behalf. In addition, there is also the risk of being unfair to the user by using an assessment method that they do not find suitable to their needs. Each centre has their own standardisation procedures and it is the responsibility of the assessor to ensure that they work within this agreed framework.
This can make a person an easy target for an abuser, this is because the person with dementia may not have the capacity to understand what they are being told to do or they may not have the cognitive ability to remember what has happened to them. There could be factors for the abuser which could include the abuser having lack of training and practice. Sometimes personal issues can play a massive part which could include the carer/abuser being stressed or having a history of abuse and continuing the cycle. There are many factors that may make a person more vulnerable to abuse. The factors include low self-esteem or self