Time 150 Minutes Number of Participants 15
These sessions are facilitated by:
- Self – study including undertaking the activities within each module
- Learning into practice sessions –onalternate weeks between sessions there should be facilitated discussion groups where participants have opportunity to discuss learning in relation to real life practice examples
Time / Activity / Facilitator and Materials
For the session
It is recommended that both of the facilitators should be very familiar with the content of Dementia Skilled – Improving Practice learning resource and have worked directly with people with dementia as participants often ask questions about dementia beyond the content of the resource and the power point. Additionally, it is critical that relevant practice examples are used wherever possible.
It is important to be aware that some participants may have personal experience of friends or family who are living with dementia. It is vital that facilitators are sensitive to this possibility. One facilitator should be identified to support anyone who may experience distress. /
- 2 facilitators
- Access to the power point
- Projector and Screen / Blank Wall
- Dementia Skilled – Improving Practice Learning Resource
Introduction / 10 mins /
- Ice breaker / introductions including facilitators
- Housekeeping plan
- Ask if there are any questions arisen since the previous session
- Ask how Learning into practice session was
- Ask how they found reading Module 4
- Ask participants to identify their expectations of the workshop
- Key Point – Health warning – Inform participants that should they find anything in the workshop causes them distress they should inform the facilitators or leave the room. Identify which facilitator will support any individual who requires it.
Flip Chart
Pens
Learning Outcomes / 5 mins / Go over the learning outcomes on slides 2 and 3 of the presentation.
Link these to expectations where possible.
Distress / 5 mins / Explain the questions which are outlined on slide 4 that should be asked when a person is distressed.
Give examples were possible.
Distressed behaviour / 5 mins / Explain how unmet need can lead to distress (slide5).
Time / Activity / Facilitator and Materials
Unmet Need Model / 15mins / Ask the group to read through the descriptions on page 76.
Facilitate discussion on the three questions outlined on slide 6 / Record discussion on flip chart
Activity / 5 mins / Ask the group to look at their answers to the activity that they completed on page 77.
Ask the participants to share their answers in pairs.
The facilitate discussion to identify if the group found the activity useful (slide 7). / Record discussion on flip chart
Differentiation / 5 mins / Go through the things that James (2011) suggests should be considered when observing a person’s behaviour (slide 8).
Triggers of distressed behaviour / 10 mins / Facilitate the group to identify triggers of distressed behaviours in the four categories on slide 9. / Have four flip charts one for each of the categories.
Record answers on appropriate flip charts
Possible causes of distressed behaviour / 5mins / Go through the possible causes of distressed behaviour outlined on slide 10.
Discuss why the distressed behaviour is the “tip of the iceberg”
Comfort Break / 10 mins
Activity / 10 mins / Ask the group to look at page 81 and to identify similarities and differences (slide 11). / Have two flip chart s one for similarities and one for differences. Record the answers on the appropriate flip chart
What are ABC Charts / 5 mins / Go through the points on slide 12. Give examples where you can.
Aims of the ABC Charts / 5 mins / Go through the aims of ABC charts outlined on slide 13.
The ABC Chart / 5 mins / Explain the terms antecedent, actual behaviour and consequences outlined on slide 14.
How to complete ABC charts / 5 mins / Go through the pointers that are outlined on slide 15. Be very clear that the sooner after the behaviour has occurred they fill in the chart the more accurate it will be.
Why ABC charts? / 5 mins / Go through the advantages of using ABC charts outlined on slide 16.
Time / Activity / Facilitator and Materials
What happens next? / 5 mins / Go through the stages identified on slide 17.
Using person centred approaches / 5 mins / Explain the approaches outlined on slide 18.
Responding positively / 5 mins / Explain the positive points outlined on slide 19.
How people may communicate distress / 5 mins / Go through the differing behaviours outlined on slide 20.
Self Assessment / 10 mins / Ask the participants to either complete or revisit the self assessment on pages 95 and 96. Then ask the group to identify the most important things that they have learned in this module. / Record answers on flip charts
Follow up
-Outline what participants have to do / 5-10 mins / For learning into practice session
- Complete all learning activities from the module covered
- Read Module 5
- Complete activities on page 103
Remind them of the next date for Theory session
Reflection and action points from session / Date
Dementia SkilledModule 4[April 2015]