This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Extended abstract:
Author
KERR Diana, WILKINSON Heather
Title
In the know: implementing good practice: information and tools for anyone supporting people with a learning disability and dementia.
Publisher
Pavillion, 2005
Summary
This resource has been developed to help anyone supporting a person with learning difficulties who develops dementia. The ringbound pack contains a series of easily accessible, straightforward, practical and realistic guidance to provide good quality care. It is arranged in three sections: background, fact sheets and tools. Each of these sections is designed to be used alone or together with other parts of the pack.
Context
Along with the rest of the population, people with learning difficulties are living longer, bringing all the illnesses and conditions of older age. One condition, which people with Down's syndrome are more likely to experience, is dementia. Providing effective, high-quality care for someone with learning difficulties who develops dementia is a highly-skilled role. Without support and information staff and carers can find the experience overwhelming, trying to react to changing needs. Their ability to cope is clearly influenced by their level of knowledge and their understanding of the impact of dementia.
Contents
Section 1 describes the background, method and how to use the pack, and also includes references and sources of further information. Section 2 contains fact sheets as follows: Dementia and people with learning difficulties – some basic information; Is this dementia?; Getting a diagnosis; Developing good communication with people with dementia; Developing life story work; Challenging behaviour: developing appropriate responses; Developing suitable environments; Supporting people to eat well; The later stages; and Supporting the friends and peers of the person with dementia. Section 3 consists of copiable ‘tools': Brain diagram; Alert signs; Record of prompting; Differential diagnosis chart; An example of a dementia diagnostic care pathway; Dos and don'ts; Suggestions for things to be included in life story work; Charter for good practice in life story work; Strategies to help deal effectively with challenging behaviour; Developing a suitable environment; Guidelines for helping people to eat well; and Taking care of skin when someone becomes bedridden or less active.
Learning Disability Today, February 2009, pp.34-36.
Publisher:
Pavilion
Place of publication:
Hove
The research reported in this paper explores the pain experiences amongst people with a learning disability who also have dementia. The paper outlines the additional issues that need to be taken into consideration when providing care for someone with a learning disability and dementia. Areas discussed include: misunderstanding behaviour that is 'challenging', problems with communication, lack of staff knowledge about the conditions of older age and the impact of dementia, and prescription of medication.
The research reported in this paper explores the pain experiences amongst people with a learning disability who also have dementia. The paper outlines the additional issues that need to be taken into consideration when providing care for someone with a learning disability and dementia. Areas discussed include: misunderstanding behaviour that is 'challenging', problems with communication, lack of staff knowledge about the conditions of older age and the impact of dementia, and prescription of medication.
Subject terms:
learning disabilities, medication, older people, pain, care workers, communication, dementia;
Journal of Dementia Care, 14(3), May 2006, pp.17-19.
Publisher:
Hawker
This article describes a research project funded by the Joseph Rowntree Foundation (JRF) which was undertaken to explore the needs of people with learning disabilities and dementia, the obstacles to meeting their needs and examples of good practice. The study explored the experiences of 18 people with learning disabilities living in small-scale, community-based residential homes. The study also looked at the knowledge and experience of service providers, look at the impact of different models of provision, and to identify examples of good practice. The three models of care considered were: ageing in place (where individuals remain in their own accommodation); in place progression (where staff are trained and the environment developed to become increasingly specialised); and referral out (where the person is moved to a long-term nursing facility, usually outside of the learning disability service).
This article describes a research project funded by the Joseph Rowntree Foundation (JRF) which was undertaken to explore the needs of people with learning disabilities and dementia, the obstacles to meeting their needs and examples of good practice. The study explored the experiences of 18 people with learning disabilities living in small-scale, community-based residential homes. The study also looked at the knowledge and experience of service providers, look at the impact of different models of provision, and to identify examples of good practice. The three models of care considered were: ageing in place (where individuals remain in their own accommodation); in place progression (where staff are trained and the environment developed to become increasingly specialised); and referral out (where the person is moved to a long-term nursing facility, usually outside of the learning disability service).
Subject terms:
learning disabilities, models, needs, residential care, supported housing, training, dementia;
This training pack is aimed at staff and volunteers supporting people with learning difficulties who have or may develop dementia. It is designed to be used by a trainer or lead person for training or to promote discussion. Each section is structured around 10 topics. Sections cover: learning difficulty and dementia; understanding behaviour; developing supportive environments; responding to pain; effective communication; meaningful activities; when a friend or relative has dementia; nutrition and hydration; night-time care; and palliative care. Each section includes suggested activities, information sheets and tools, and further reading. A DVD, which includes a short drama acted out by people with a learning difficulty and discussion on the drama, accompanies the training pack.
This training pack is aimed at staff and volunteers supporting people with learning difficulties who have or may develop dementia. It is designed to be used by a trainer or lead person for training or to promote discussion. Each section is structured around 10 topics. Sections cover: learning difficulty and dementia; understanding behaviour; developing supportive environments; responding to pain; effective communication; meaningful activities; when a friend or relative has dementia; nutrition and hydration; night-time care; and palliative care. Each section includes suggested activities, information sheets and tools, and further reading. A DVD, which includes a short drama acted out by people with a learning difficulty and discussion on the drama, accompanies the training pack.
Dementia: the International Journal of Social Research and Practice, 4(3), August 2005, pp.387-400.
Publisher:
Sage
The knowledge, experiences and skills of direct care staff working in care home settings are essential in ensuring a good quality of life and care for a person with an intellectual disability (ID) who develops dementia. Drawing on the findings of a wider study, the issues of training, support and the wider needs of staff when trying to support a resident who develops dementia are explored, specifically as relating to the role played by staff and the need to determine their experiences and related training needs. Following an introduction to the policy and practice context for working with people with an ID and dementia, and a brief description of the research method, the authors discuss the attitudes and practices of staff; supportive changes at an organizational level; and the knowledge and training needs of staff and specific gaps in knowledge. The authors argue that, within the policy and practice context of aiming to support residents to ‘age in place’, support for staff is a crucial aspect of ensuring that such an approach is effective and provides a coordinated approach to planning, resourcing and support.
The knowledge, experiences and skills of direct care staff working in care home settings are essential in ensuring a good quality of life and care for a person with an intellectual disability (ID) who develops dementia. Drawing on the findings of a wider study, the issues of training, support and the wider needs of staff when trying to support a resident who develops dementia are explored, specifically as relating to the role played by staff and the need to determine their experiences and related training needs. Following an introduction to the policy and practice context for working with people with an ID and dementia, and a brief description of the research method, the authors discuss the attitudes and practices of staff; supportive changes at an organizational level; and the knowledge and training needs of staff and specific gaps in knowledge. The authors argue that, within the policy and practice context of aiming to support residents to ‘age in place’, support for staff is a crucial aspect of ensuring that such an approach is effective and provides a coordinated approach to planning, resourcing and support.
Subject terms:
learning disabilities, organisations, quality of life, residential care, social care staff, training, attitudes, dementia;