Module Five Provding Behavioural Support To Maintain Well Being - Participant Guide

Demystifying dementia care
Module five: Providing behavioural support to maintain well being Participant guide
Module five: Providing behavioural support to maintain well being participant guide
Module five: Providing behavioural support to

maintain well being - overview
About this guide
Welcome to module five of the Demystifying dementia course. This module uses the contents of Modules one to four to develop practical strategies to provide behavioural support for people with dementia using a problem solving approach. Most importantly this means being aware of the importance of relationships between yourself and people with dementia whom you are assisting, their environment, their family and your organisations philosophy of care. This workbook has been designed to be used during the workshop, and also holds some useful resources to refer back on after the workshop. Your facilitator will guide you through the activities along the way. Take lots of notes, as this will become a valuable resource for you later.
Aim
The aim of this module is to assist you to identify triggers for behaviours of concern and behaviours of contentment and develop practical strategies to manage the consequent behaviour. The module also addresses the importance of identifying practical strategies to prevent or avoid triggers that lead to behaviours of concern. Specifically we will be covering: 5.1 Understanding behaviour and providing behavioural support 5.2 Team problem solving and handling crisis/urgent issues 5.3 Quality and legal issues
Outcomes
At the end of this module, you will be able to: Identify and document triggers that may influence behaviour Describe ways to increase behaviours of contentment and minimise behaviours of concern Explain an orderly approach to documenting behaviour management State the value in reviewing strategies implemented Prevent and respond to abuse.
The icons
At times you will see icons in this book, these prompt you to 'do' something, and are explained below:
This icon prompts you to answer a question and prepare to share with the rest of the group.
This icon prompts you to write something down.
This icon prompts you to discuss something with a partner and then note your ideas.
This icon prompts you to refer to the additional notes section at the back of this book.
We hope that you enjoy this module, and welcome your feedback.
5.1 Understanding behaviour and managing behaviours
Behaviours and unmet needs

We all behave, and have learned to behave appropriately in given situations through the responses of others. The way we behave can indicate a sense of well being (satisfaction/contentment) or a sense of ill being (suffering/discomfort). The behaviour of a person with dementia is the same. It can indicate a sense of well being or a sense of ill being. Let's start the module by taking a look at the behaviours of people with dementia and trying to understand what their need is.
Dvd clip 9
What did you notice about the relationship between the registered nurse (Lisa) on night duty and the nursing student (Olivia) on night duty?
What impact did the registered nurse have on the nursing student in regard to managing the behaviour of Beryl who has a form of dementia?
What was good practice?
What was bad practice?
In the morning there were more interactions between the day senior registered nurse (Virginia) on day shift, the registered medical officer (Dr Trudy David), the night staff and Beryl. What was good practice?
What was bad practice? 5.1 Understanding behaviour and managing behaviours There is behaviour around us all the time. What did the junior podiatrist (Tony) do to trigger a very vocal reply and some of distressed behaviour There are behaviours of contentment (indicating a sense well-being) from Beryl? which we want to reinforce and maximise and behaviours of concern (indicating a sense of ill being) which we want to prevent or minimise. What did the senior podiatrist (Nick) do to work effectively with Beryl?
What is behaviour?
Test your knowledge
Answer the questions below to gain insight into behaviours
What is behaviour?
How is it managed?
Be aware of countering what is usually a negative way of defining behaviour. Behaviour can be behaviours of contentment as well as behaviours of concern. Complete the activity below in relation to your own experiences. Type of behaviour that happens in your everyday work with people with dementia Example: They withdraw to their room What need you think the person with dementia is expressing through that behaviour (What are they trying to tell you?) Example: I feel frightened and overwhelmed by other people around me
What is behaviour?
Let's take a moment to explore behaviour from a personal perspective.
How do you behave when happy, sad, angry, and cranky?
Imagine you have just finished a week in which work has been really hard and exhausting. You arrive home ready for the weekend. You have taken off your shoes and are ready to enjoy a rare time when you can just relax and have a bit of time to yourself. Your partner comes into the room from being outside and says, Ive just invited the neighbours around for a casual dinner tonight. I promised them that you would cook your signature dish. (You know this takes at least two hours to prepare and cook).
How do you feel?
What do you say?
What would your responsive behaviour be?
What is behaviour
Behaviour is...
What we do (or dont do) in response to internal or external stimulus What we do all of the time (we all behave), and have learned to behave appropriately in given situations through the positive or negative responses of others Behaviour can indicate a sense of well being ( contentment) or a sense of ill-being (concern) The behaviour of a person with dementia is no different.
We most often think of behaviour as negative behaviours of concern indicating ill-being and either outward (overt) e.g. punching, scratching, wandering, shouting etc.) or and equally important as inward (omission) e.g. withdrawal. But we should put just as much emphasis on behaviours of contentment which indicate well being e.g. happiness, enjoyment, laughing.
Behaviour and being person-centred

Every behaviour usually has a variety of causes. Sometimes the real causes/triggers of behaviour are invisible at the time the behaviour occurs, and require further investigation. We need to know the person and try to see their world through their eyes. We need to be person-centred, not behaviour-centred.
In your own words describe the difference between person-centred and behaviour-centred.
Person-centred is...
Behaviour-centred is...
Behaviour and being person-centred:

We need to be creative in our thinking and approaches. It is important to step into the world of the person with dementia and try to tune into how the person with dementia might be feeling.
It is equally important for staff to recognise their own feelings and frustrations:
We work in an emotional environment where we respond to people on an emotional level. This can occur without being given the emotional support required to help us practise in the best way to maintain our own sense of well being. Managing our emotions and showing empathy but not feeling overwhelmed by our emotions is an important skill in aged care. Refer to the additional notes section at the back of this guide for more information on person-centred care.
Unmet needs
The condition of dementia over time results in a multitude of losses. Five common unmet emotional needs are listed below. Take notes as your facilitator explains each further.
Comfort
Identity
Attachment
Inclusion
Occupation
Sometimes these essential needs (that we all have) are not met by our assistance and care. The behaviour of a person with dementia is trying to tell us they have an unmet need. When social inhibitions lift and verbal communication diminishes (because of the condition of dementia), it is more likely that the person with dementia will become more direct in their expressions. Thus the way they express their unmet needs can be unexpected, strong, or even aggressive. We often need to change our approach Our inappropriate approaches may increase behaviours of concern The person best equipped to improve the situation is us, not the person with dementia Our attitudes and approach to the person has the power to change the emotional environment.
Our actions can create both happiness (a sense of well being) or harm (a sense of ill being).
Personhood and behaviours

A person with dementia behaves in a way that tells us that their need is met (content) or not met (concern). Our aim is to meet the need of the person with dementia and trigger behaviours of contentment. We need to avoid triggers of concern.
MET
NOT MET
Additional notes
Behaviour can be either not just behaviours of concern!

Behaviours of contentment
Behaviours of contentment are ... 'Any behaviour which leads to a sense of well-being and enhancing a sense of personhood for the person
Behaviours of contentment
If a persons need is met by our assistance and care it will lead to behaviours of contentment. For example, happiness, enjoyment, satisfaction, pleasure, engagement , helpfulness, usefulness, purposefulness, increasing comfort, decreasing anxiety, decreasing pain, leading to enhanced personhood and a sense of well-being for the person with dementia (and possibly care staff, family members or those around them). Encouraging and promoting triggers for behaviours of contentment is a key to achieving the best quality of life for the person with dementia and may also present as an approach to address occupational health and safety concerns for all staff. Often our approaches to promote behaviours of contentment can be a solution to preventing or avoiding behaviours of concern.
Additional notes
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Behaviours of concern
Behaviours of concern are ...'Any behaviour which causes distress to the personor is a manifestation of distress
Behaviours of concern If a persons need is not met (i.e. an unmet need) by our assistance and care it can lead to behaviours of concern. For example, anger, depression, sadness, shouting, swearing, hitting, throwing, increasing anxiety, decreasing comfort, increasing pain, leading to diminished personhood and a sense of ill-being for the person with dementia (and possibly care staff, family members or those around them). Avoiding or preventing triggers for behaviours of concern is a key to achieving the best quality of life for the person with dementia and may also present as an approach to address occupational health and safety concerns for family and all staff. Often our approaches to avoid or prevent behaviours of concern can be the solution to encouraging and promoting behaviours of contentment.
Additional notes
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Key questions to ask

There are some key questions we can ask to help us better understand behaviours. Fill in the blanks in the spaces below as your facilitator introduces you to them
What is the
trying to
me?
How is this person
the world at the
What
of this person is
being met?
Who is
by this
and why?
What concerns you, might not concern the person with the behaviour!
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The behaviour chain

Fill in the gaps below as your facilitator introduces you to the behaviour chain.
The behaviour chain

A behaviour is a response to a trigger (antecedent ante means preceding). Behaviour usually does not happen in a vacuum. The trigger could be outside in the environment or within the person (physical or emotional). Behaviour is behaviour and people in the environment classify it as good or bad. Always be specific when describing behaviour. Do not say the person is aggressive but rather the person swore loudly i.e. what made you think the person was aggressive. What did they say or do? What did their body tell you? Consequences occur as a result of the behaviour. What happens as a result of the behaviour e.g. all staff come running to see what happened.
Additional notes
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What you can and cannot change

There are triggers that we can change and triggers that we cannot change. Work through the activity below, answer the questions to learn more.
Potential triggers
Can you change or use?

Place a tick or cross to indicate your answer
If you can change or use, give an example from your everyday work
The persons personality
The physical and social environment around the person
The way of doing the activity or task
The type of progressive illness causing the form of dementia The persons state of health
The persons social history, and background e.g. culture, religion etc . The way people communicate to the person
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TEACHH trigger questions

There as some things we cannot change in regards to the condition of dementia. We cannot change: the disease (there is no cure yet!). the persons personality. a persons biography but we can use their story. But we can change most triggers. Complete the TEACHH triggers below as they are introduced to you by your facilitator.
Was the
T E A C H H
trigger caused by:
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5.2 Team problem solving
The goal of creative problem solving

The goal of creative problem solving is to: improve the quality of life for older people in need and to make a difference in their life.
Individuals with behaviours of concern have unmet needs. Our goal is to identify those needs and attempt to address them to the best of our abilities so we can improve the persons quality of life.
No one can do it on their own.
We need to work and problem-solve as a team.
We need to acknowledge the strength of each team member and what they contribute to assistance and care.
We need to communicate effectively.
We need to support and reassure each other.

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STARR problem solving method

Problems can be solved in a practical way using STARR. Take notes on this useful concept as your facilitator introduces you to STARR.
State and describe the behaviour concerned. Be specific. Write only what you observe the person to do. Do not use descriptive terms. Do not guess or make assumptions. Look for patterns Where? When? Who? Triggers (what happened immediately before the behaviour occurred.) Look for patterns. Ask where did the behaviour occur? When did it occur? Who was involved? This is an assessment of the situation to identify the trigger. Remember triggers environment, activity, communication, health and history. Ask what was the behaviour due to TEACHH and CARE. Action Strategies that address the triggers thereby reducing the behaviour and meeting unmet needs. This becomes the action plan for your team. Result Did your strategies in the action plan work? Have you discussed it as a team and documented the results? Report Did you report the results of the findings and put your strategies from the action plan into the persons individual care plan?
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Putting STARR into practice

Let's work through an activity together to discover how STARR works. Your facilitator will provide more instructions.
STARR PROBLEM SOLVING SHEET

Name: Date: What happened? (S)
[Be specific and describe behaviour of concern]
Record Number: XXX XXX XXX Time: Where did it happen? (S) Recorded by: When did it happen? (S) Who was there? (S)
(T) Triggers
[What happened before the behaviour. Consider triggers related to EACHH. You do not have to have a trigger for each one]
(A) Actions
(R) Result
Environment
Activity
Communication
Health
History (social)
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It's over to you... Your facilitator will provide you with a case study. With the team at your table complete the STARR problem solving sheet as best you can.

(T) Triggers
[What happened before the behaviour? Consider triggers related to EACHH. You do not have to have a trigger for each one]
(A) Actions
(R) Result
Environment
Activity
Communication
Health
History (social)
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(T) Triggers
[What happened before the behaviour? Consider triggers related to EACHH. You do not have to have a trigger for each one]
(A) Actions
(R) Result
Environment
Activity
Communication
Health
History (social)
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STARR revised
Apply the principles of STARR for practical problem solving:
Remember to: State the specific behaviour of concern State where, when and who Triggers environment, activity, communication, health, history Action strategies /plan Results evaluate, is it working? Report and write it down care plan
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Handling crisis/difficult situations

Handling crisis difficult situations Crisis or urgent situations requiring behavioural support usually occur when we are caught off guard i.e. at short notice to replace a team member who is sick or we are unfamiliar with a person with dementia for a number of reasons or we are in an awkward situation e.g. bathroom or commencing a new area of work. The most difficult and unsettling factor is not knowing what to do. The following guidelines will help you to give an immediate response in crisis situations. They aim to diffuse situations, make the environment safe and buy time for you to read a persons care plan or take a breather. Situations may also arise when a person develops a new behaviour that you have not experienced before or has not been observed by your team before. The guidelines are not a substitute for comprehensive assessment and creative problem solving in providing behavioural support.
Guidelines:
If people/person in tense/difficult situation:
remain calm respectfully remove one person or gently interrupt and redirect to a more settled activity ensure the person and others are safe respond to underlying feelings and reassure
If person is not co-operating:

reschedule the task, remove yourself and try later (do not push or force) smile, encourage and give praise for desired behaviour as soon as possible.
Guidelines should only be used when a new behaviour occurs unexpectedly (a crisis situation) and there is no care plan outlining strategies for that particular situation.
It is important to remember that the guidelines are not a substitute for comprehensive assessment and creative problem solving in providing behavioural support.
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5.3 Quality and legal issues
Restraints
Restraint is the act of removing another persons freedom. You must follow the restraint policies and procedures of the service where you work. In aged care we aim toward restraint-free care environments.
Definition of restraint:
Types of restraint What are the different types (categories) of restraints?
There are extreme forms of restraint, which Commonwealth guidelines state are never to be used in aged care. e.g. Posey vest, manacles/shackles, soft wrist/hand restraints, seclusion and aversive treatment. Any form of restraint must be the least restrictive form and is only to be used as a last and temporary resort. It can only be used after a comprehensive assessment, use of preventative strategies, exhaustion of all reasonable alternatives and following consultation with the person or their legal representative (guardian), family, doctor and other relevant health professionals. The risks of using restraint must be weighed up against risks of not using restraint.
You must be aware of and always remember to follow the restraint policies and procedures of the service where you work.
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Common myths about restraints

To help you to explore the myths of restraints and counter them with facts, complete the activity below with the team at your table as best you can
Reason to restrain
Restraints decrease falls and prevent injuries
Why is this reason a myth?

Example: Some people have died from slipping down and choking in a restraint.
Restraints are for the good of the client
Restraints make care giving more efficient
There is nothing else you can do
Have you ever seen anyone happy to be restrained?
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Restraint alternatives
The problems associated with the use of restraints include: accidents involving restraints can cause serious injury changes in body systems due to limited movement changes in quality of life due to restriction of freedom
What are the benefits of restraint-free environments?
What can we do as alternatives to avoid restraints?
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Preventing and responding to abuse

Abuse of older people - definitions
'A wide range of behaviours that cause harm to an older person' '.. a term referring to any knowing, intentional or negligent act by a caregiver, or any other person, that causes harm, or a serious risk of harm, to a vulnerable adult'.
What is the procedure for reporting abuse of older people in your organisation?
You need to know this because it is part of your legal obligations as a worker in aged care.
The reporting responsibilities of the abuse of older people by staff in aged care services is the same irrespective of whether the setting is in the community or residential services. The management of the abuse of older people report is different in residential and community services. This difference occurs because in the community you are on a personsprivate property whereas in residential you are on private property. There are different forms of abuse of older people in different settings of aged care. In residential care abuse could be between a staff member and a person with dementia, one resident in the home hitting another person/resident in the home or unusual and unexplained bruising discovered by a care worker when undressing a person with dementia. In community care abuse could be a care worker noticing rope burn marks on the wrists of an older person or deliberate neglect of an older person by another person.
Why are people with dementia so vulnerable to abuse?
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Preventing and responding to abuse

Test your knowledge: Read the scenario below and answer the questions around responding to abuse.
A care worker who is in a panic and extremely anxious races up to you and says, Bill just hit Joan!...'Ive never seen that before. Ive only been working in this organisation for a week! What do I do'? What would you advise your colleague to do?
Abuse of older people is a crime and must be reported.

Follow your organisations policy and procedures. Generic guideline: ACT - If you witness abuse and are able, diffuse the situation and offer comfort to the abused person. But do not place yourself in danger. If abuse is alleged (whether the person has dementia or not) you must also REPORT and WRITE. REPORT - Immediately report to your team leader, manager, supervisor WRITE Record all your observations and discussions with person concerned. Fill out your organisations documentation e.g. Incident form.
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Module review
Key messages
Lets review what we have covered in this module
How is this person feeling at the moment?
How am I feeling at the moment?
Team problem solving STARR
Quality care is reflected in clear documentation
Keys to success Remember ... to ask yourself: 'What is this person trying to tell me when they behave in this way? Remember....focus again on the uniqueness of individuals with dementia; the need to focus on the skills and abilities retained by the person and the importance of changing our responses to people with dementia.
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Module review
What did you learn?

This activity will help you to self assess your understanding of the content in this module and to reinforce your learning that has occurred. Multiple choice. Circle the letter of the correct answer. 1. The condition of dementia is a result of changes that take place in the brain and affects the persons: A. Memory B. Mood C. Behaviour D. All of the above 2. A persons behaviour can be in response to: A. Their environment B. The people they are interacting with C. Their physical well being D. All of the above 3. A person with dementia may have lost the ability to: A. Solve problems B. Think of a rational solution C. Respond with control D. All of the above 4. If you can discover the trigger that influences the behaviour then you can: A. Ignore the behaviour B. Prevent or respond to the situation in the future C. Isolate the person D. All of the above 5. For people with dementia, medical conditions which may result in behaviours of concern include: A. Urinary Tract Infection (UTI) B. Dehydration C. Pain D. All of the above 6. It is really important to report a change in the behaviour of a person with dementia because: A. It gives you something to write in the progress notes B. The family of the person will request it C. It may indicate a medical condition that needs treatment D. All of the above 7. It is important to document any changes in the behaviour of a person with dementia so you can: A. See patterns of behaviour over certain periods of time B. Identify triggers that influence the behaviour C. Provide clear evidence of behaviour in case review/conference meetings D. All of the above
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Module review
What did you learn?

8. When providing assistance for a person with dementia showing behaviours of concern you need to remember: A. The behaviours are not deliberate B. Dont take it personally C. The behaviours are not necessarily in the persons control D. All of the above 9. A behaviour that indicates a sense of contentment and well-being e.g. smiling can be an expression of: A. Happiness B. Pleasure C. Enjoyment D. All of the above 10. You need to communicate within the care team during the implementation of a strategy or approach to meet the needs of the person with dementia so you can: A. share successes and failures B. learn from each other C. alert each other if there are any undesired results D. All of the above 11. You need to inform your colleagues and family members on a new strategy or approach to meeting the needs of a person with dementia (to overcome the behaviour of concern) so that: A. They are informed and involved B. They can observe C. They can criticise D. All of the above. 12. It is really important to document any changes of behaviour in the persons progress notes (and specific observation charts if requested) because: A. It may identify other triggers B. It may be used for planning a new strategy or approach C. It can prompt other care workers to report behaviour observations D. All of the above 13. Team members involved in supporting people with dementia will need to: A. Use a consistent manner and strategy/approach outlined in the care plan B. Be involved and committed to trialling a new strategy/approach C. Be fully informed D. All of the above 14. When caring for someone whose behaviour is at times unpredictable you should: A. Plan ahead and be aware of a safe distances between yourself and the person B. Be aware of their social/lifestyle backgrounds C. Recognise the warning signs of a sense of ill-being (e.g. anxious face) D. All of the above 15. If a resident becomes aggressive you should: A. Stop what you are doing and move away B. Keep going C. Ignore them D. All of the above
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Workplace activities
Workplace activity module 5 Providing behavioural support to maintain well being.
In this activity you will outline how you provide behavioural support to maintain the well-being of a person with dementia for whom you care. To do this activity you will need to observe a person with dementia and read their file (including their social/lifestyle history and care plan). You will need to complete workplace activity 5 worksheet provided in this handbook using the information you have learnt in this module and from your work experience. The time required for this activity is approximately 30 minutes. Workplace activity 5 worksheet You will need to do the following: 1. Select a person with dementia for whom you care in your workplace and who has displayed a behaviour of concern toward you (a sense of ill-being) e.g.refused to have a shower and for whom you have worked out a way of overcoming that behaviour and have met their need. Your approach or strategy has resulted in leaving the person with dementia with a sense of well-being or a behaviour of contentment. 2. Locate the persons file (including the care plan) 3. Read the File (including and social / lifestyle history and Care Plan) to discover information about the social history of the person and assessment of their abilities and disabilities. 4. Complete workplace activity 5 worksheet based on your observations and experience in supporting the person with dementia. You need to use the STARR problem solving approach and record your observations, search for potential triggers of the behaviour, implement a strategy or approach and discuss the results or outcome. Completed workplace activity and feedback When they have completed their workplace activity 5 worksheet, they hand it to their facilitator for feedback.
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Workplace activity 5 - worksheet

Providing behavioural support to maintain well-being
Name of resident: (Do not use real name) Date Described what happened (What is the behaviour of concern)
Where did it happen?

(Location)
When did it happen?

(Time)
Who was there?

(People)
Example Bedroom
Example: 5.00am
Example: Care worker and person with dementia
Triggers
(What happened before the behaviour. Consider triggers related to environment, activity, communication, health and history of person) Environment Example: Very noisy
Action
(Link strategies or approached to environment, activity, communication, health and history of person) Example: minimum noise to ease anxiety
Activity
Communication
Health
History (social background, habits, patterns)
Results (What was the outcome ) Example: Person happy to be assisted in shower and happy afterwards and not anxious.
Name of Care Worker (Who recorded information):
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Additional notes
Person-centred care Person-centred care (PCC) is a holistic approach to dementia care that focuses on the individual, and draws on aspects such as the persons past history, routines, personal preferences and needs. The concept is based on meeting the needs of the whole person in order to create a feeling of well being. The foundations of PCC are based on the work of the late Professor Tom Kitwood, head of the Bradford Dementia Group in the UK from 1992 to 1998. He began talking in terms of the person-centred approach to dementia care. By this, he meant seeing the whole person, not just the disease, and the kind of care that puts the emphasis on communication and relationships rather than sedative medication and behaviour management. Kitwood noticed that there were many ways in which people with dementia are treated as if they were no longer persons and that their responses to this treatment were often dismissed as part of their dementia. He stressed that the damage to the brain underlying dementia is only one of many factor influencing what people say and do. To give personcentred care, we need to assume that people with dementia: are people like the rest of us, but who have disabilities in thinking, communication and memory are unique individuals, whose personality, health, life history and social relationships affect how they react to their disabilities tend to communicate through behaviour what they cannot express in words can maintain well-being and have a reasonable quality of life if given good quality care. We need to be prepared to: use our imagination and empathy to understand how it might feel to have dementia give people choices, and respect their individual likes and dislikes make an effort to de-code the messages about needs and feelings in behaviour, including behaviour labelled as challenging give them the support they need to be able to communicate, to find things to do, to cope with difficult feelings, to be socially included etc. Kitwood found practitioners who shared his views and had ideas on how to make things better. Similar ideas about dementia were emerging in different parts of the world at around the same time, and many people have recognised their value and helped to develop them. The idea of person-centred care caught on, and appears as a standard in the National Service Framework for older people. The four essentials of person-centred dementia care have recently been described as follows. V I P S valuing people with dementia and those who care for them. treating people as individuals. understanding the perspective of people with dementia. creating a positive social environment in which a person with dementia can maintain relative well-being.
Information sourced from: Come into my World How to interact with a person who has dementia, Flinders University of South Australia 2009. An Australian Government Initiative.
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Copyright
Aged Care Standards and Accreditation Agency Ltd (the Accreditation Agency) encourages the dissemination and exchange of information. All material presented within this handbook and on our website is provided under a Creative Commons Attribution 3.0 Australia, with the exception of: this Accreditation Agencys logo, and content supplied by third parties.
The details of the relevant licence conditions are available on the Creative Commons website, as is the full legal code for the CC BY 3.0 AU license.
Attribution
Material obtained from this guide is to be attributed to the Accreditation Agency as: Aged Care Standards and Accreditation Agency Ltd 2012.
Third party copyright

Wherever a third party holds copyright in material presented in this guide, the copyright remains with that party. Their permission may be required to use the material.
Acknowledgement
The Aged Care Standards and Accreditation Agency acknowledges Hammond Cares contribution to the revision of this learning package and Anglican Retirement Villages who developed the initial version of this package in 2004.
Contact us
Enquiries about the licence and any use of this document can be sent to: Education Aged Care Standards and Accreditation Agency Ltd PO Box 773 Parramatta NSW 2124 Email: education@accreditation.org.au
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Module Five Provding Behavioural Support To Maintain Well Being - Participant Guide

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Module Five Provding Behavioural Support To Maintain Well Being - Participant Guide

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Demystifying dementia care

Module five: Providing behavioural support to

This icon prompts you to write something down.

5.1 Understanding behaviour and managing behaviours

Behaviours and unmet needs

What was good practice?

What was bad practice?

5.1 Understanding behaviour and managing behaviours

5.1 Understanding behaviour and managing behaviours

How do you behave when happy, sad, angry, and cranky?

How do you feel?

What do you say?

What would your responsive behaviour be?

5.1 Understanding behaviour and managing behaviours

5.1 Understanding behaviour and managing behaviours

Behaviour and being person-centred

Behaviour and being person-centred:

5.1 Understanding behaviour and managing behaviours

5.1 Understanding behaviour and managing behaviours

Personhood and behaviours

Behaviour can be either not just behaviours of concern!

5.1 Understanding behaviour and managing behaviours

5.1 Understanding behaviour and managing behaviours

5.1 Understanding behaviour and managing behaviours

Key questions to ask

How is this person

the world at the

5.1 Understanding behaviour and managing behaviours

The behaviour chain

The behaviour chain

5.1 Understanding behaviour and managing behaviours

What you can and cannot change

Can you change or use?

The persons personality

The physical and social environment around the person

The way of doing the activity or task

5.1 Understanding behaviour and managing behaviours

TEACHH trigger questions

trigger caused by:

5.2 Team problem solving

The goal of creative problem solving

No one can do it on their own.

We need to work and problem-solve as a team.

We need to communicate effectively.

We need to support and reassure each other.

5.2 Team problem solving

STARR problem solving method

5.2 Team problem solving

Putting STARR into practice

STARR PROBLEM SOLVING SHEET

5.2 Team problem solving

Putting STARR into practice

STARR PROBLEM SOLVING SHEET

5.2 Team problem solving

Putting STARR into practice

5.2 Team problem solving

5.2 Team problem solving

Handling crisis/difficult situations

If person is not co-operating:

5.3 Quality and legal issues

Types of restraint What are the different types (categories) of restraints?

5.3 Quality and legal issues

Common myths about restraints