A good care home will follow the principles of person-centred care. This approach aims to see the person with dementia as an individual, rather than focusing on their illness or on abilities they may have lost. Instead of treating the person as a collection of symptoms and behaviours to be controlled, person-centred care considers the whole person, taking into account each individual's unique qualities, abilities, interests, preferences and needs. Person-centred care also means treating residents with dementia with dignity and respect. Question 2.1 Describe the role that carers can have in the care and support of individuals with dementia.
DEM 204 Understand and implement a person centred approach to the care and support of individuals with dementia 1.1 Describe what is meant by a person centred approach. A person centred approach involves recognising a person's individuality, their personal history as well as their personality. It respects the individual’s needs, values and preferences. It tries to understand the world from an individual's perspective. It enables individual's to receive the care and support they need, in a person centred way and to be part of deciding the care that they will receive.
H/SC Adults Intermediate NVQ Dementia Pathway CU1682 Understand and Enable Interaction and Communication with individuals who have Dementia Contents Understand the factors that can affect interactions and communication of individuals with dementia 4 1.1 Explain how different forms of dementia may affect the way an individual communicates. 4 1.2 Explain how physical and mental health factors may need to be considered when communicating with an individual who has dementia. 4 1.3 Describe how to support different communication abilities and needs of an individual with dementia who has a sensory impairment. 4 1.4 Describe the impact the behaviours of carers and others may have on an individual with dementia. 5 Be able to communicate with an individual with dementia using a range of verbal and non-verbal techniques 6 2.1 Demonstrate how to use different communication techniques with an individual who has dementia 6 2.2 Show how observation of behaviour is an effective tool in interpreting the needs of an individual with dementia 6 2.3 Analyse ways of responding to the behaviour of an individual with dementia, taking account of the abilities and needs of the individual, cares and others.
NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice.
Assignment 301 Principles of communication in adult social care settings Task A Question and Answers Ai Identify four different reasons why people communicate. Aii Explain how effective communication can affect relationships in an adult social care setting between: a) Colleagues and other professionals b) Individuals using the service and their carers Aiii Identify three ways of finding out the communication and language needs of an individual. For each method, describe how effective it is at establishing the needs of the individual. Aiv Describe three factors to consider when promoting effective communication. Av Describe three verbal and three non-verbal communication methods and styles that a social care worker may use in an adult care setting.
CU1681 Enable rights and choices of individuals with dementia whilst minimising risks 1.1 Explain the impact of key legislation that relates to fulfilment of rights and choices and the minimising of risk of harm for an individual with dementia Explain how the following legislation relates to an individual with dementia: The Human Rights Act 1998 The Mental Capacity Act 2005 The Disability Discrimination Act 1995 The Safeguarding Vulnerable Groups Act 2006 1.2 Evaluate agreed ways of working that relate to rights and choices of an individual with dementia You need to explain how your work policies and procedures take into consideration an individual’s (with dementia) rights. 1.2 Explain how and when personal information may be shared with carers and others, taking into account legislative frameworks and agreed ways of working What type of information needs to be passed on? Why does it need to be passed on? Who exactly would you pass it onto? How would you pass it on?
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,
Assignment: DEM 310 Understand the diversity of individuals with dementia and the importance of inclusion Assignment Composition Outcomes: You will: • Understand the concept of diversity and its relevance to working with individuals who have dementia • Understand that each individual’s experience of dementia is unique • Understand the importance of working in a person centred way and how this links to inclusion Tasks A – Activity 1 B – Activity 2 C – Activity 3 Summary of the evidence required for the unit: |Task |Evidence |Learning Criteria Covered. | | | | | |A |Activity 1 |DEM 310 Learning outcome 1. Assessment criteria 1.1, 1.2, 1.3, 1.4 | | | | | | | | | |B |Activity 2 |DEM 310 Learning outcome 2. Assessment criteria 2.1, 2.2, 2.3, 2.4 | | | | | |C |Activity 3 |DEM 310 Learning outcome 3. Assessment criteria 3.1, 3.2, 3.3, 3.4 | Activity 1 DEM 310 Learning outcome 1 Assessment criteria 1.1, 1.2, 1.3, 1.4 1.
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,
PWCS 32: Principles of personal development in adult social care settings Understand how to reflect practice in adult social care. 1.1 Explain what reflective practice is. Reflective practice is a process to help evaluate my work. It provides opportunities to learn from my experience and develop my working practice. It is both a tool to help me analyse specific interactions or incidents that have occurred at work, as well as a method of working in the moment that is mindful and self-aware.