of Communication and Interactions with Individuals who have Dementia

Transcription

1 Unit 15: Understanding the Rle f Cmmunicatin and Interactins with Individuals wh have Dementia Unit reference number: H/616/7299 Level: 3 Unit type: Optinal Credit value: 3 Guided learning hurs: 26 Unit summary Cmmunicating and interacting with individuals wh have dementia is an imprtant skill. As care becmes mre specialised, thse with skills in this area are in demand. In this unit, yu will learn abut the effective cmmunicatin methds that help peple with dementia in their day-t-day functining and relatinships with thers. Yu will als learn hw interactive skills influence activities within their immediate envirnment. The unit will give yu an understanding f hw individuals behaviurs may cntribute t the difficulties in cmmunicatin with peple with dementia. The skills and knwledge yu gain in this unit will help yu t supprt peple with dementia by imprving their verall wellbeing thrugh the empwerment they develp thrugh cmmunicatin and interactin Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

2 Learning utcmes and assessment criteria T pass this unit, the learner needs t demnstrate that they can meet all the learning utcmes fr the unit. The assessment criteria utline the requirements the learner is expected t meet t achieve the unit. Learning utcmes 1 Understand that individuals with dementia may cmmunicate in different ways 2 Understand the imprtance f psitive interactins with 3 Understand the factrs that can affect the interactins and cmmunicatin f individuals with dementia Assessment criteria 1.1 Explain hw individuals with dementia may cmmunicate thrugh their behaviur 1.2 Explain the imprtance f effective cmmunicatin t an individual with dementia 1.3 Describe hw different frms and stages f dementia can affect cmmunicatin behaviurs 1.4 Explain, with examples hw carers and thers may misinterpret cmmunicatin with individuals affected with dementia 2.1 Explain hw individuals with dementia can be engaged in psitive interactins 2.2 Explain the imprtance f psitive interactins and hw they can cntribute t the wellbeing f 2.3 Cmpare a reality rientatin apprach t interactin with a validatin apprach 3.1 Identify the physical and mental needs that shuld be cnsidered when cmmunicating with 3.2 Explain hw the sensry impairment f an individual affects their cmmunicatin skills 3.3 Describe hw the envirnment might affect an individual with dementia 3.4 Explain hw the behaviur f carers and thers can affect peple with dementia 3.5 Explain hw the use f language can hinder psitive interactin and cmmunicatin Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

3 Cntent What needs t be learned Learning utcme 1: Understand that may cmmunicate in different ways Individual Smene requiring care r supprt; it will usually mean the persn r peple supprted by the learner. Cmmunicatin behaviur patterns linked with dementia Behaviur patterns, e.g. impact n language skills: verbal, e.g. use f incrrect wrds, shuting, swearing and aggressive display nn-verbal, e.g. bdy language, restlessness, agitatin, withdrawal, mdy rate f lss f language skills. Delayed r impaired infrmatin prcessing. Other cmmunicatin behaviur, e.g. catastrphic reactins (triggered by demanding situatins, lack f cping skills, misinterpreted messages). Imprtance f effective cmmunicatin Expressin f: chice such as chice f fd r clthes emtin physical discmfrt individuality. Participatin. Maintaining intellectual abilities. Frms f dementia Frms, e.g. Alzheimer's disease, vascular dementia, dementia with Lewy bdies (DLB), mixed dementia, Parkinsn's disease, frnttempral dementia, Creutzfeldt-Jakb disease, nrmal pressure hydrcephalus. Stages f dementia Nrmal. Nrmal frgetfulness. Mild decline. Mderate decline. Mderate severe decline. Severe decline. Very severe decline Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

4 What needs t be learned Reasns fr misinterpreting cmmunicatin Misreading nn-verbal cues. Nt knwing the persn r their preferences. Cultural misunderstanding. Variability f cmmunicatin skills frm day t day. Others Others, e.g. carers, family members, friends and interest grups. Learning utcme 2: Understand the imprtance f psitive interactins with Psitive interactins Verbal and nn-verbal cmmunicatin where message is received, understd and respnded t psitively. Activities (reminiscence activities, singing, simple exercise, gardening). Cmmunicating needs in a way that supprts dignity and chice. Psitive interactins between individual and carer, psitive interactins between individual and family r friends. Imprtance f psitive interactins fr Cmmunicatins and wellbeing. Empwerment. Scial inclusin. Self-esteem. Activity levels: Appraches brain stimulatins altering perceptins physical and mental health. Reality rientatin (fcus here and nw, time, place and situatin): advantages and disadvantages fr individual advantages and disadvantages fr carers and family. Validatin rientatin (fcus trust, empathy, emtinal, psychlgical needs): advantages and disadvantages fr individual advantages and disadvantages fr carers and family Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

5 What needs t be learned Learning utcme 3: Understand the factrs which can affect interactins and cmmunicatin f Factrs negatively affecting cmmunicatin and interactins with individual with dementia Physical and mental health needs, e.g. visual, hearing, speech, memry, depressin, pain, discmfrt, illness, side effects f medicatin, scial islatin. Envirnmental factrs, e.g. nise, lighting, use f clurs, private and cmmunal space, use f assistive technlgy. Carers and thers behaviurs while cmmunicating, e.g. speaking t quickly r t quietly; unfamiliar accents; unfamiliar wrds; carer r thers shuting; speaker and listener at different levels; carer r thers nt facing individual when speaking; tne f vice; facial expressins, e.g. impatience; bdy language, e.g. sudden mvements; inapprpriate use f frmal r technical language; use f unfamiliar dialect; unfamiliar accent; ver-familiarity n the part f the carer, e.g. use f dear r first name; language differences; using multiple ptins when asking a questin. Factrs psitively affecting interactins and cmmunicatin with Physical cmfrt, e.g. crrect spectacles, hearing aid wrking, clean dentures. Sense f wellbeing, e.g. rested, feeling safe. Apprpriate envirnment with reduced distractins, gd lighting. Carers and thers listening, sitting facing individual, being patient, use f visual clues t cmmunicate, e.g. pictures; checking back t ensure they have understd crrectly, bserving bdy language Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited

6 Infrmatin fr tutrs Suggested resurces Bks Argyle M The Psychlgy f Interpersnal Behaviur, 5th editin (Penguin, 1994) ISBN Graty C Taking part: Activities fr peple with dementia (Alzheimer's Sciety, 2014) ASIN B00OP9BQZU Heathcte J Memries are made f this: Reminiscence activities fr persn-centred care (Alzheimer's Sciety, 2014) ASIN B00OP864GC Oddy R Prmting mbility fr peple with dementia: A prblem-slving apprach (Alzheimer's Sciety, 2014) ASIN B00OP8PSCS Pl J Alzheimer's Sciety guide t the dementia care envirnment (Alzheimer's Sciety, 2015) ASIN B00U2T530Q Jurnal Osman SE, Tischler V, Schneider J 'Singing fr the Brain': A qualitative study explring the health and well-being benefits f singing fr peple with dementia and their carers in Dementia (Lndn) (PubMed, 24 Nvember 2014) Websites Website fr dementia supprt. Website fr practical supprt with dementia. Cmmunity Care website article n imprving cmmunicatin within care. Advice and infrmatin fr peple with dementia and their carers. Open Learn Dementia Care: Luise s stry. Dementia care: Mdelling gd care. Research briefings n dementia Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited 2018

7 Assessment This guidance shuld be read in cnjunctin with the assciated qualificatin specificatin fr this unit. This unit is internally assessed. T pass this unit, the evidence that the learner presents fr assessment must demnstrate that they have met the required standard specified in the learning utcmes and assessment criteria, and the requirements f the assessment strategy. T ensure that the assessment tasks and activities enable learners t prduce valid, sufficient, authentic and apprpriate evidence that meets the assessment criteria, centres shuld fllw the guidance given in Sectin 8 Assessment f the assciated qualificatin specificatin and meet the requirements frm the assessment strategy given belw. Wherever pssible, centres shuld adpt an hlistic apprach t assessing the units in the qualificatin. This gives the assessment prcess greater rigur and minimises repetitin, time and the burden f assessment n all parties invlved in the prcess. Unit assessment requirements This unit must be assessed in accrdance with the Assessment Principles in Annexe A f the assciated qualificatin specificatin. Assessment f all learning utcmes (knwledge) may take place in r utside f a real wrk envirnment Pearsn BTEC Level 2 Diplma in Care (England) Unit Issue 1 January 2018 Pearsn Educatin Limited