Who Will Light Incense When Mother’s Gone? My mother turned 70 recently, and though she remains a vivacious woman - Her hair is still mostly black, and there is still a girlish twang in her laughter - mortality is nevertheless heavy on her soul. After the gifts were opened and the cake eaten, mother nevertheless whispered this confidence to her younger sister: “Who will light incense to the dead when I’m gone?” My aunt shook her head and said. “Honestly, I don't know. None of my children will do it, and we can forget the grandchildren.
Work Effectively in the Community Sector - Case Study A) Maria is 36 years old. She is full-time carer of her two children, Madeleine, aged 5 and Sven aged four. Maria's partner, the father of Madeleine and Sven, died six months ago. Maria has recently been diagnosed with chronic depression and mild anxiety and is finding it hard to manage on a daily basis. Sven has autism and a mild intellectual disability; he communicates using gestures and some 'home signs' that he and his family understand.
Mason Tompkins Dr. J. H. Jones EH 104 January 21, 2015 Outline ❏ The story focuses on Miss Brill, and her weekly day at the park ❏ Miss Brill has heart problems, possibly an elderly woman ❏ “She felt a tingling in her hands and arms, but that came from walking, she supposed. And when she breathed, something light and sad - no, not sad, exactly - something gentle seemed to move in her bosom.” ❏ Miss Brill is either a widow or never married ❏ Miss Brill must be shy ❏ This was disappointing, for Miss Brill always looked forward to the conversation. She had become really quite expert, she thought, at listening as though she didn't listen, at sitting in other people's lives just for a minute while they talked round her. ❏ Miss Brill doesn’t
Title: | 365 Understand the process and experience of Dementia | Level: | 3 | Credit Value: | 3 | GLH | 22 | Learning Outcomes The learner will; | Assessment Criteria The learner can; | 1. Understand the neurology of dementia | Describe a range of causes of dementia syndrome Describe the types of memory impairment commonly experienced by individuals with dementia Explain the way that individuals process information with reference to the abilities and limitations of individuals with dementia 1.4 Explain how other factors can cause changes in an individual’s condition that may not be attributable to dementia 1.5 Explain why the abilities and needs of an individual with dementia may fluctuate | 2. Understand the impact of recognition and diagnosis of dementia | 2.1 Describe the impact of early diagnosis and follow up to diagnosis 2.2 Explain the importance of recording possible signs or symptoms of dementia in an individual in line with agreed ways of working 2.3 Explain the process of reporting possible signs of dementia within agreed ways of working 2.4 Describe the possible impact of receiving a diagnosis of dementia on the individual their family and friends | 3. Understand how dementia care must be underpinned by a person centred approach | 3.1 Compare a person centred and a non-person centred approach to dementia care 3.2 Describe a range of different techniques that can be used to meet the fluctuating abilities and needs of the individual with dementia 3.3 Describe how myths and stereotypes related to dementia may affect the individual and their carers 3.4 Describe ways in which individuals and carers can be supported to overcome their fears | Additional information Dementia syndrome: Dementia caused by a combination of conditions,
I together with the rehab assistant tried to get her to walk, but we were not able to convince her to even stand from sitting in the chair. I explained to her that if she wanted to go back to the residential home she will have to practice walking with us, but she just looked at me and didn’t seem to respond to that. Both the rehab assistant and I tried to convince her by explaining in different ways but she just wouldn’t get up. After 20 minutes of trying we gave up. Later that day I discussed the dementia patient with my supervisor.
Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
TABLE OF CONTENTS TERMS OF REFERENCE 2 METHODOLOGY 2 ACKNOWLEDGEMENTS 2 INTRODUCTION 3 MAIN BODY/FINDINGS 4 WHAT IS DEMENTIA, WHAT THE PHYSIOLOGICAL AND PSYCHOLOGICAL CHANGES THAT OCCUR FOR THE OLDER PERSON WITH DEMENTIA 4 EXPLORE THE PERSONS NEEDS IN RELATION TO THE CONDITION 5 WHAT THE ROLE OF THE CARER AND MULTIDISCIPLINARY TEAM IN ASSISTING THE PERSON WITH DEMENTIA, WHAT PRACTICES NEED TO BE IMPLEMENTED, WHAT CARE SETTING ARE AVAILABLE 6 STATE THE CURRENT APPROACHES TOWARDS DEVELOPING QUALITY SERVICES FOR PEOPLE WITH DEMENTIA 8 CONCLUSION 9 BIBLIOGRAPHY 10 ADDITIONAL READING 11 TERMS OF REFERENCE The purpose of this report is based on “Case study 2-Linda” as requested by LMETB Health Care Support course as part
Title: Understand and enable interaction and communication with individuals with dementia Level: 2 Credit value: 1 This unit has 2 learning outcomes: Learning outcomes | Assessment criteria | 1 Be able to communicate with individuals with dementia | 1.1 Describe how memory impairment can affect the ability of an individual with dementia to use verbal language | | 1.2 Gather information from others about an individual’s preferred methods of communicating to enhance interaction | | 1.3 Use information about the communication abilities and needs of an individual with dementia to enhance interaction | | 1.4 Use a person centred approach to enable an individual to use their communication abilities | | 1.5 Demonstrate how interaction is adapted in order to meet the communication needs of an individual with dementia | 2 Be able to apply interaction and communication approaches with individuals in dementia | 2.1 List different techniques that can be used to facilitate positive interactions with an individual with dementia | | 2.2 Use an individual’s biography/history to facilitate positive interactions | | 2.3 Demonstrate how the identity and uniqueness of an individual has been reinforced by using their preferred methods of interacting and communicating | Unit Specification Part 2, Assessment Arrangements Outline of unit content | Facilitating a basic awareness and encouraging positive interactions with people with dementia | Outline of proposed learning activities/approach to delivery | A mix of lecture, whole group, small group, discussion, feedback and activities | Outline of resources/bibliography (as appropriate) | Supporting notes provided | Assessment methods/tasks | Assessment evidence for each learning outcome | QuestionnaireGroup ExerciseInteractive Activity Exercise/ Role Play | LO 2.1, LO 1.2, LO 1.3, LO 2.2LO 1.1,
Reflective account on: Be able to monitor care plans Q 5 Mrs S lived alone and had carers going in to assist her 3 times a day. Her health started to deteriorate and was having lots of falls when no one was there. Neighbours would sometimes go in to help her but her health continued to worsen. Her care package was increased to the maximum so she could have check calls throughout the day. It did not however stop her being taken to hospital at least once a month because of other problems she had as well as the falls.
Title: Understand and enable interaction and communication with individuals with dementia Level: 2 Credit value: 1 This unit has 2 learning outcomes: Learning outcomes | Assessment criteria | 1 Be able to communicate with individuals with dementia | 1.1 Describe how memory impairment can affect the ability of an individual with dementia to use verbal language | | 1.2 Gather information from others about an individual’s preferred methods of communicating to enhance interaction | | 1.3 Use information about the communication abilities and needs of an individual with dementia to enhance interaction | | 1.4 Use a person centred approach to enable an individual to use their communication abilities | | 1.5 Demonstrate how interaction is adapted in order to meet the communication needs of an individual with dementia | 2 Be able to apply interaction and communication approaches with individuals in dementia | 2.1 List different techniques that can be used to facilitate positive interactions with an individual with dementia | | 2.2 Use an individual’s biography/history to facilitate positive interactions | | 2.3 Demonstrate how the identity and uniqueness of an individual has been reinforced by using their preferred methods of interacting and communicating | Unit Specification Part 2, Assessment Arrangements Outline of unit content | Facilitating a basic awareness and encouraging positive interactions with people with dementia | Outline of proposed learning activities/approach to delivery | A mix of lecture, whole group, small group, discussion, feedback and activities | Outline of resources/bibliography (as appropriate) | Supporting notes provided | Assessment methods/tasks | Assessment evidence for each learning outcome | QuestionnaireGroup ExerciseInteractive Activity Exercise/ Role Play | LO 2.1, LO 1.2, LO 1.3, LO 2.2LO 1.1,