Search results for ‘Subject term:"older people"’ Sort:
Results 21 - 24 of 24
Primary care and dementia
- Authors:
- ILIFFE Steve, DRENNAN Vari
- Publisher:
- Jessica Kingsley
- Publication year:
- 2001
- Pagination:
- 155p.,bibliog.
- Place of publication:
- London
Part of a series of good practice guides produced by the Bradford Dementia Group at the University of Bradford, this practice and training guide is written with the needs of health and social care professionals working with people with dementia in mind. Drawing together theoretical considerations and examples of good practice, the guide explains how to: make the initial diagnosis (including guidelines for distinguishing dementia from depression); convey the diagnosis to the person with dementia and their family (outlining the use of cognitive tests and the role of anti dementia drugs); support the user through lifestyle adjustments; care for people with dementia as it progresses, both in their own homes and in care home settings. The guide is illustrated with case studies and includes a chapter on understanding and responding to the needs of the carer and the effect on their own health as well as outlining the shared knowledge base required by health and social care practitioners.
Mental health in old age: perspectives from primary care
- Author:
- ILIFFE Steve
- Journal article citation:
- Mental Health Review, 3(1), March 1998, pp.22-25.
- Publisher:
- Pier Professional
Discusses how the two main mental health problems of later life, depression and dementia are both common. Describes how general practitioners appear to be in a strategic position to carry out the assessment and management of these mental health problems, and may also have a role in the prevention of some psychological disorders.
The recognition of and response to dementia in the community: lessons for professional development
- Authors:
- ILIFFE Steve, MANTHORPE Jill
- Journal article citation:
- Learning in Health and Social Care, 3(1), March 2004, pp.5-16.
- Publisher:
- Blackwell
Adult learning approaches require professionals to identify their learning needs. Learning about dementia syndromes is a complex task because of the insidious onset and variable course of the disease processes, the inexorability of cognitive and functional loss, and the emotional impact of neurodegenerative disorders on those experiencing them and on their family and professional carers. This report describes the ways in which learning tasks were understood and articulated by 774 community-based professionals from different disciplines, working in nominal groups in 24 settings across the United Kingdom, and explores how these groups set about identifying their learning needs. These groups focused on being insufficiently skilled to carry out educational functions, on solving problems of limited resources and inflexible systems, and on carers rather than on people with dementia. The groups' solution hinged on multidisciplinary learning being the best route to achieving system change, but such an approach to learning was dealt with uncritically. Three themes received scant attention: the impact of practitioners' own emotional responses to dementia on their clinical or practical skills; the educational potential of voluntary organizations; and the value of learning from the person with dementia, as much as from their carers. Professional development should therefore widen the debate about recognition of dementia to improvement of timely responses. It should concentrate on developing capacities not only around diagnosis, but also around communication and support.
The implications of the early recognition of dementia for multiprofessional teamworking : conflicts and contradictions in practitioner perspectives
- Authors:
- MANTHORPE Jill, ILIFFE Steve, EDEN Alison
- Journal article citation:
- Dementia: the International Journal of Social Research and Practice, 2(2), June 2003, pp.163-179.
- Publisher:
- Sage
In health and social care in the UK there is increasing emphasis on the need to recognize mental health problems as early as possible, particularly among older people. Both research and policy have identified the difficulties caused by delayed or late awareness of dementia and depression, and the potential benefits of their recognition at earlier stages. This article draws on the output from a series of multidisciplinary dementia workshops to explore the implications of such a shift in practice for interprofessional working. At a time when core specialist mental health teams have been identified as a way forward for dementia care in the UK, this discussion sets out four key bipolar categories derived from the workshops which may be useful in planning, implementing and reviewing the development of services and the drawing of professional responsibilities. These categories are opportunistic recognition versus population screening; referral and responsibility; key working and team working; generalist versus specialist roles. From this discussion we note a further four determinants which in our view need to be addressed in order to promote positive developments in dementia services: learning processes, resource implications, professional capacity and confidence and the impact of new teams on broader systems.