Participant Workbook

P a g e 2

P a g e 3

Contents

Welcome ........................................................................................................................................... 4

VIPS model ........................................................................................................................................ 5

Enriched model of the person .......................................................................................................... 5

Module 2: Personality descriptions .................................................................................................. 6

Module 2: Pain and dementia ........................................................................................................... 7

Wellbeing and the 5 essential needs ................................................................................................ 8

DAPIR cycle ........................................................................................................................................ 9

Module 3: Making Marion Comfortable ......................................................................................... 10

Module 3: Feeling included ............................................................................................................. 11

Module 3: Identity reflection .......................................................................................................... 12

Triggers for wellbeing and illbeing .................................................................................................. 13

Module 4: The bedroom and bathroom ......................................................................................... 14

Module 4: The eating experience ................................................................................................... 15

Module 4: Dementia friendly environments .................................................................................. 16

Module 4: Friends, family & community ........................................................................................ 18

The 5 Cs ........................................................................................................................................... 19

Module 6: Responsive behaviours .................................................................................................. 20

P a g e 4

Welcome

Welcome! Throughout the DDT modules you will be presented with a range of activities or

Learning actions. Some of these are designed to be completed in this DD Workbook while others

are interactive tasks that you can complete on-screen.

Once you have printed this Workbook you will not need to print the individual Learning actions

sheets throughout the modules. To consolidate your learning, we have included a selection of

the graphics and models encountered in the DDT modules in this workbook.

The table below indicates which Learning actions should be completed in this workbook and

which will be completed interactively on-screen.

Learning actions:

Module 1 No learning actions

Module 2

• VIPS quiz – on-screen

• Brain function match – on-screen

• Brain change match – on-screen

• Personality descriptions - DD Workbook

• Pain and dementia - DD Workbook

• Health quiz – on-screen

• Imagining Marion’s ideal room – on-screen

• Positive and negative actions – on-screen

Module 3

• Making Marion comfortable – on-screen

• Marion and Tom’s friendship – on-screen

• Making Marion comfortable - DD Workbook

• Feeling included - DD Workbook

• Identity reflection - DD Workbook

• Promoting wellbeing – on-screen

• Signs of wellbeing and illbeing – on-screen

• Identifying wellbeing and illbeing – on-screen

Module 4

• Bedroom and bathroom - DD Workbook

• The eating experience - DD Workbook

• Dementia friendly environments - DD Workbook

• Friends, family and community - DD Workbook

Module 5 • Enhancing Marion’s wellbeing – on-screen

Module 6 • Responsive behaviours - DD Workbook

P a g e 5

VIPS model

The VIPS model is a simple way of describing the person centred approach to care.

Enriched model of the person

The Enriched model of the person supports us in looking beyond neurological impairment to

consider the importance of personality, life story, physical health, social preferences and the

physical environment of the person with dementia.

P a g e 6

Module 2: Personality descriptions

Task: 1. Think about your own personality. List at least 5 words or phrases below that you think

effectively describe your personality. You can select them from the list below or think of

your own.

2. What about Marion and Tom? Write down 3 words that describe Marion’s personality

traits, then Tom’s. Choose from the list or think of your own words.

Marion’s personality Tom’s personality

Excitable

Open

Up-tight

Down to earth

Distrustful

Happy

Honest

Vain

Naïve

Outgoing

Self-centred

Easy going

Kind

Private

Charming

Conscientious

Cruel

Intolerant

Biased

Generous

Thoughtful

Understanding

Critical

Negative

Ethical

Picky

Patient

Moody

Unaffected

Good natured

Insensitive

Thoughtful

Sentimental

Bossy

Reflective

Fussy

P a g e 7

Module 2: Pain and dementia

Pain is a common concern for older people and can be related to a number of different health

issues. Pain can be a particularly troubling symptom for the person with dementia as they may

not be able to communicate their distress, the location of the pain or request help in managing

the symptoms. Changes in mood and behaviour could be related to pain in the person with

dementia so it is important that we are alert and responsive to these changes and assess for the

possibility of pain accordingly.

Task:

1. Watch the video of Marion then list 3 ways she shows signs of pain.

2. List 2 other possible ways a person with dementia might show signs of pain.

3. Think about Marion’s arthritis and other physical complaints.

How this might affect her mood?

4. From the following list of pain management strategies below, tick the box for all the

responses that you think might assist with managing Marion’s pain:

� Analgesia

� Massage therapy

� Complete immobilization

� Position changes

� Local heat or cold applications

� Zumba classes

� Diversional activities

� Mobilisation

� Playing tennis

� Gentle gardening

� Splinting affected joint

P a g e 8

Wellbeing and the 5 essential needs

Wellbeing is a fundamental goal of our lives as human beings. We seek to create wellbeing for

ourselves and others - and for the person living with dementia. To create a sense of wellbeing we

apply the essential needs of Comfort, Attachment, Inclusion, Identity and Occupation.

P a g e 9

DAPIR cycle

The DAPIR Needs-based Problem Solving Cycle.

Describe the responsive behaviour

Describe the person

Describe the Physical

and Social Environment

Reflect, Analyze

and look for patterns

Visible triggers

Invisible triggers

Is your plan SMART?

Simple

Measurable

Achievable

Relevant

Timely

Engage, Consult and

Communicate the strategy

Implement for as long as it takes

Was the plan effective and how do we know?

What issues should we focus on next?

P a g e 10

Module 3: Making Marion Comfortable

Think back over all the things Marion has mentioned in terms of her personal preferences and

what makes her feel comfortable and good about herself.

Task: 1. List below your ideas of what might assist in providing for Marion’s comfort needs.

P a g e 11

Module 3: Feeling included

Task: 1. Think about the residents in your facility.

Choose a resident who asks questions a lot or who hovers around staff.

What needs might be driving this responsive behaviour?

2. Think about the potential underlying causes. Write some suggestions below about

strategies or approaches you could use that might address the resident’s needs and assist

with reducing this particular responsive behaviour.

P a g e 12

Module 3: Identity reflection

How do you know who you are?

• What do you do that signals to others that you are you?

Think about clothing, speech, your name, actions, people you mix with.

Task: 1. Think about all the information Marion has given us about her life and personality so far.

List below the things that make up her sense of identity.

2. Choose one of your residents and review their file by going through their social history or

life story. What can you find that tells you about their identity or sense of who they are?

3. What do they need from people around them to feel good about themselves or feel

“like their old self”?

The need to know who one is,

in feeling and thought.

To have a sense of a past.

Often given to us by others.

Even though memory loss may rob a person of their name,

their identity can be held by others.

(Kitwood, T. (1997). Dementia Reconsidered: The person comes first.

Open University Press, Buckingham, UK, p 83

P a g e 13

Triggers for wellbeing and illbeing

P a g e 14

Module 4: The bedroom and bathroom

All staff play a key role in respecting and facilitating resident privacy. The bedroom and

bathroom are the most personal and private areas of our homes, and in an aged care home they

are also where other people come to assist with the most intimate aspects of care, including

hygiene and toileting needs.

Choose an activity from the list below related to your role;

• Hygiene care

• Dressing and grooming

• Clinical care (medication as appropriate)

• Cleaning resident rooms

• Providing food / snacks / drinks in a resident’s room

• Maintenance and repairs

Task: Thinking about encounters in the bedroom and bathroom, respond to the following.

1. Describe what you do during any one encounter (give a brief step by step account)

2. Describe any reactions during such encounters that would be considered responsive

behaviours.

3. Make suggestions about how you might change the encounter to try to reduce or

eliminate these responsive behaviours.

P a g e 15

Module 4: The eating experience

Meals have been described as the single most consistently effective health promoting activity we

can offer our residents. Failure to eat well has been identified as the single greatest threat to a

resident’s physical and emotional health.

Task: Read the PDF The Eating Experience.

Think about how meal service is conducted in your facility and write responses to the

following.

1. List three ways you could improve the dining experience for residents in your facility.

2. List three important actions to take when assisting a resident to eat their meal.

3. Tick the box for all the responses you think might indicate that one of your residents

would benefit from a finger food menu;

� Regular refusal of a full plate of food

� Picking individual items off the plate

� Eating full meal

� Refusal to sit down for more than a few minutes at a time

� Weight loss

� Request for second servings

� Taking food from another resident’s plate

P a g e 16

Module 4: Dementia friendly environments

There are many elements to consider when creating dementia friendly social and physical

environments. These include colour differentiation, cues and signage, quiet and private spaces,

garden areas and public spaces.

Task: 1. What positive features of the environment

are shown in this picture?

� Line of sight to interesting areas

� Handrails that contrast the wall

� Unpatterned flooring

� All of the above

2. Thinking about dementia friendly, enabling

environments, compare and contrast the

features of these two hallways. Record your

ideas.

3. Identify at least three elements that need to

be changed in these environments to

improve them for people with dementia.

P a g e 17

4. Which one of these is the better sign for a

person with dementia? Why?

P a g e 18

Module 4: Friends, family & community

Task: Think about Marion’s experience of family visits. Record your responses to the following;

1. When Marion forgets that her family have visited the ‘best practice’ response I can make

is to ........

2. What are some other strategies that you could use to assist Marion in recalling details of

family members and family visits?

3. List three ways to improve the family’s experience of visiting Marion.

4. What kinds of community activities could you engage Marion in and why do you think

these would appeal?

P a g e 19

The 5 Cs

Tools to Tackle Responsive Behaviour

The 5Cs:

P a g e 20

Module 6: Responsive behaviours

Let’s explore Marion and Tom’s relationship further by applying the DAPIR cycle.

Respond to each of the items below.

Task: For each scenario, list all the actions that could be identified as a responsive behaviour.

1. Use objective language to DESCRIBE each individual behaviour.

Drawing on what you have learned about the Enriched Model of the Person (neurological

impairment, personality, physical health, life-story, social preferences) and the influence

of the physical environment, list all the factors that might be relevant to each behaviour.

2. For both scenarios, ANALYZE the invisible or internal triggers or causes that you think

might be motivating Marion and Tom’s behaviour (memories, thoughts, feelings,

sensations and the five fundamental needs). There is often more than one trigger or

cause for a responsive behaviour. What patterns are you seeing in Marion and Tom’s

behaviour?

3. Now focus on the visible or external factors. Can you identify any visible or external

triggers or causes that could be motivating Marion and Tom?

P a g e 21

Module 6: Responsive behaviours

4. How could you meet Marion and Tom’s needs in order to maintain their sense of well-

being while also ensuring that the needs of other residents are also met? PLAN how you

would do this by listing at least three strategies to address the responsive behaviour you

have identified in each scenario.

5. How will you IMPLEMENT this plan? What issues will you consider when implementing

the plan? Think about whom you will be communicating with. How would you ensure that

all the staff involved in delivering care are consistent in their approach? Who will you talk

to in order to ensure implementation is successful? What specialists or other people will

you involve?