Keywords Search Page

23 Search Results:

I. Stimulation > 2. Any other • By light skimming of newspaper and magazines that are brief, light and with lots of pictures, I continue to read. TV stimulates, like news, history, traveling shows etc. I use easy crossword puzzels, I listen to lots of music, mostly music without words. It calms me.

G. Creativity/Aesthetics > 1. Sample narratives • Comfort - feeling at ease due to use of textures that are warm and reassuring(eg soft bedsheets, wear wool). Engaged with world - through being given opportunity to work on art activities eg painting, line dancing, oral archives. Personal identity reinforced eg by seeing ones own art on walls, well framed. Seeing one's own photo - smiling, dignified. Receiving feedback on ones own art esp. from an artist. Using ones birth language, and jargon of choice eg science with a science oriented nurse, arts with an artistic person. Participating in preparing food - making ones own favourite receipes, smelling the aroma of food one has enjoyed in the past, being able to offer other food one has helped to make. Deciding ones own 'statement' with art materials.Having good quality music and sound, well-tuned radios, hearing live music performed in the room or lawn. The senses have a long memory and art focus stimulate sensual and emotional memories (just thing of the effect favourite songs have on the feeling of younger people). Knowing ones own life story is being loyally captured by someone else (eg memoir of a partner). I am passionately committed to this and can talk about it. What makes it worse: Little contact with young people schools. No outlet for emotions. No practical activity that is driven by the person. Not able to complete anything, and see it completed. Not able to see an impact on others of ones endeavours (eg an artist reacting to what one has made). Not being able to externalise ones thoughts and feeling. No contact with world beyond the immediate care environment. Little public reflections of the art, life, experiences of PWDs. We need public sculptures (big bronzes!) showing the reality and dignity of older people and PWDs (this would also help develop public attitudes). C NEW ZEALAND PROFESSIONAL

G. Creativity/Aesthetics > Opportunity to grow • Engaged with world - through being given opportunity to work on art activities eg painting, line dancing, oral archives.

G. Creativity/Aesthetics > Art • Framing and hanging own art. Critique of own art by an artist.

B. Relations/Communication > 1. Sample narratives • Have places to meet which stimulate memories and sense of identity – familiar objects and music and images around. Concentrate more than normally on non-verbal activities and inter-actions. Share your own feelings, memories, experience and don’t worry if person with dementia is just listening for a while. But leave gaps for them to come in. Use simple structures in verbal communication which don’t exclude person with dementia. Empathise by imagining or even playing out what it might be like to have fewer words available and to be worried about making mistakes. Allow coping strategies, even if they are transparent – accept them as desire to still be part of things. Don’t marginalise or talk across!

G. Creativity/Aesthetics > 2. Any other • Have places to meet which stimulate memories and sense of identity – familiar objects and music and images around.

G. Creativity/Aesthetics > Art • Having works of art on the wall

G. Creativity/Aesthetics > Music • I listen to lots of music, mostly music without words. It calms me

A. Choices > Flexible routines • making sure you don't sit/place next to a person who is not suitable, pushing into doing things they are resistant to - showers, sitting, toileting, restraint, ignoring in a group/solo situation, one particular person things OT time is threatening - taking over, discussion of past time eg war which are sensitive times, another does not enjoy the music volume.

D. Identity/Continuity > 1. Sample narratives • My role is in the rest home situation therefore largely with those in later stages of dementia. I provide activities. What I have observed is: QoL involves physical comfort i.e. excellent care which enhances the dignity of the person. Making sure that they maintain individualism. Respecting their possessions and who they were. Emotional well being - providing a serene environment. Not having radios blaring inappropriate music e.g. playing commercial radio - pop music to people who have always loved classical music. QoL involves finding out what the individual person has enjoyed in the past. Providing stimulating activities in moderation. Over stimulation often results in agitation as loud or inappropriate music also can do. Giving the person love in a gentle compassionate way when the dementia sufferer is receptive not to make the carers feel good about themselves. To be as far as possible in tune with the person's needs. NEW ZEALAND PROFESSIONAL

G. Creativity/Aesthetics > Music • Not having radios blaring inappropriate music eg playing commercial radio - pop music to people who have always loved classical music.

G. Creativity/Aesthetics > 2. Any other • Personal identity reinforced eg by seeing ones own art on walls, well framed. Seeing one's own photo - smiling, dignified. Receiving feedback on ones own art esp. from an artist. Using ones birth language, and jargon of choice eg science with a science oriented nurse, arts with an artistic person. Participating in preparing food - making ones own favourite receipes, smelling the aroma of food one has enjoyed in the past, being able to offer other food one has helped to make. Deciding ones own 'statement' with art materials. Having good quality music and sound, well-tuned radios, hearing live music performed in the room or lawn. The senses have a long memory and art focus stimulate sensual and emotional memories (just thing of the effect favourite songs have on the feeling of younger people).

G. Creativity/Aesthetics > 1. Sample narratives • Positive Availability to information about dementia - written, verbal, IT - when needed, where needed - even rural/remote areas. Supportive understanding partner (person with dementia has little/no choice in this). Opportunities to continue/aquire new (illustrated doctor at day centre) - skills, tasks, interests. Acceptance of family and friends of person - inclusion in family/social occasions. Safe/pleasant environment - for me it would mean being able to spend time outside. Opportunity to worship, spend time quietly and reflectively. Chance to listen to music - appropriate to one's taste. If in residential setting - opportunities to leave residential setting. Sharing responsibilities and privileges of care with others. A clear plan for future - reassurance about ongoing care. Care offered that is appropriate to language and culture of person with dementia. Negative In residential setting - predominance of medical model of care. Person with dementia being part of a 'dysfunctional' family (not much may be able to be done about this if family unwilling). View of life that doesn't see sickness/suffering as an integral part of life. Financial hardship placed on family of person with dementia. NEW ZEALAND PROFESSIONAL

G. Creativity/Aesthetics > 1. Sample narratives • Positive Being taken outside. Walking outside with bare feet. Taken to the seaside. MOTHER NATURE as a spiritual dimension. Being offered flowers, the first autumn leaf, daffodils, lambs etc. Being taken outside at night to see the stars. Out in a boat. Reminiscing. Singing in the shower. New challenges. Keeping valued place in family. Being read to - old favourite stories, poetry, prayers, jokes and funny stories. Solitude - time alone. Painting. Ride a horse. Drive a tractor in a field. Work. Aromatherapy. Walking. Holidays, concerts, movies. Use the name - ask family - caregivers knowing who you were and are. Ice cream. Birthday cakes. Negative Loneliness. Too much choice. Noise overload. No clocks. No newspapers. No calendar. No touch. Playing silly games. Being kissed by strangers. Being played music you hate - eg classical or country and western. Not using persons name. Losing friends. Losing grandchildren. Losing pets. Corecting people. Aruging. Family not knowing carers names. Too many staff changes. NEW ZEALAND PROFESSIONAL

D. Identity/Continuity > 1. Sample narratives • Positive Having education and knowledge of dementia. Investigation of the person's life story. Carers having understanding of the person's life story. The person with dementia having time to be understood. The person with dementia having time to understand. Having choice. Having familiar belonging around. Having opportunity to use personal skills. Having trust in caregiver. Having understanding from caregiver re need for own space eg quiet times. Having a sense of purpose. To receive and give love. Reading to the person who is bedbound. Music that the person enjoys. "Time out" for the carer and the person with dementia. Being given the opportunity to grieve. NEW ZEALAND CAREGIVER

I. Stimulation > 1. Sample narratives • Positive Mental stimulation, enjoying mental stimulation, social interaction, acceptance, touch, knowledge of being loved, enjoying friendship, enjoying physical activity even limited), retaining dignity (being treated with dignity) creating involvement in crafts, music, arts), giving, fun, making choices, personal space, silence. Negative Lack of dignity (being treated as a child), talking down to not with. Not presented with opportunity for mental stimulation when you can't assess it yourself. Not being given the opportunity to listen to music that they enjoy when they can't access it themselves. Not being given the opportunity to say no or refuse ie making a choice. NEW ZEALAND PROFESSIONAL

G. Creativity/Aesthetics > 1. Sample narratives • Positive Pets. Treated as an adult. Make them feel worth of doing. Security. Show that you care towards the resident - taking, kiss on the head, hug. Make what you say to the resident sound to the resident genuine. Include resident in choices of what we are about to do, whether dressing, where to sit, what to do. Praise - they have done a good job - gee you look lovely today - gee since you have had a shave you look handsome - that brooch looks beautiful, where did you get it? - thanks for helping with buttering the bread - continued praise and reassurance for what they are doing. Supervison - rather than doing for or giving them a chance to do. Being able to participate with ADL things - peeling potatoes/vegetables - buttering bread - van rides/taking outings - going shopping - having morning/afternoon teas - doing dishes - having hair set - sherry with meals - massage of feet or all - music/dancing – washing cars - sweeping - cleaning shoes - picking flowers - going to the beach - putting nuts and bolts together - reading the newspaper - helping in vegetable/flower garden - hanging/bringing in of clothes on line – include when doing your own chores about rest home - hugs and smiles - knitting/sewing. Encourage with food and fluids without them realising for what reason you are doing it for. Joking with resident - have fund - it doesn't matter how stupid you may look if it gives the residents pleasure that is OK. Negative Speaking crossly, scalding for something no done right, give more space, arguments, showing that you disagree with what they are doing, making sure you don't sit/place next to a person who is not suitable, pushing into doing things they are resistant to - showers, sitting, toileting, restraint, ignoring in a group/solo situation, one particular person things OT time is threatening - taking over, discussion of past time eg war which are sensitive times, another does not enjoy the music volume. NEW ZEALAND PROFESSIONAL

F. Enjoyment > 1. Sample narratives • Positive Relaxed, unstructured routines except meals. Freedom to walk around in a safe environment. Showing love and acceptance. Supporting caregivers. Role modelling expected care. Plenty of food and fluids available. Music playing and a homely environment. Regular family support meetings. Close relationship with families of residents and involvement in careplanning. Spending time with clients, talking about their past, ie profession, travel, etc. Respecting family members who are grieving for the loss of their loved one to this illness. Lots of humour ie staff dressing up in themes. Engaging in short conversations with residents who don't actually make sense, chatting with them makes them feel respected and 'normal'. Negative Expecting individuals to 'behave themselves'. Tired caregivers trying to rush to achieve their workload. Poor training of caregivers. No available dementia training for caregivers. NEW ZEALAND PROFESSIONAL

B. Relations/Communication > 1. Sample narratives • Positive Show interest, sincerity, good eye contact, support if appropriate, help them to make their own decisions, encouragement. Focus on the person give them your time. Physical assurance if appropriate ie give them a hug. Encourage/allow them to express their grief, pain, anger in a safe private environment. Cry with them, remain with them. Hand massage, back massage. Remove them from stressful situations. Take them for walks outside/inside. Play their favourite music or recreational pastimes they enjoy. Involve yourself with carer, talk to him/her about how they cope. Reinforcement of positive nature to them. Provision of contact supports - Initiate this yourself. Phone carer at home to assess/provide support. Develop a rapport with carer and family. Become their professional friend – make yourself available the them (PRN) especially in early stages of illness. NEW ZEALAND PROFESSIONAL

B. Relations/Communication > 1. Sample narratives • Positive Touch - carer to pwd - means of communication, generates confidence: PWD to carer - communication, awareness of other person, social contact. Music - pwd always enjoyed music before diagnosis, continues to enjoy music - classical, jazz, folk - generates awareness of surroundings/responses, often seems to come to life, tries to speak ,may communicate in single words like love/lovely/mention name. Food – enjoys her food, may respond to certain types of food eg sweets - response may be "mmm". Massage - useful means of communication and maintaining social environment. Aromatherapy - sometimes helps maybe by developing good feelings. Social contact is important to be maintained on a regular basis to keep contact. Religion - need to continue normal religious experiences even if the feeling of the 'carers' think that pwd may not fully understand. Personal experience shows that pwd - even in an advanced stage of dementia – has more understanding than is often credited. It is therefore essential to keep activities and experiences of daily living as normal as possible. Negative Insufficient carers to meet needs of facility. Medical problems not always appropriately dealt with or followed through - actual case resulted in development of MRSA. Often placed too near TV in lounge/common room. Care staff lack appropriate training. Staff talking about pwd in front of pwd in a negative way - can observe negative response of pwd. NEW ZEALAND PROFESSIONAL

A. Choices > 1. Sample narratives • Positive Caring carer. Stay as long as possible in own home. Supportive family. Keep to routine (as it was) as much as possible. Allow the person to make decisions. Allow choice. Continue to be loved and cherished. Respect. To be themselves. Accept challenging behaviour. To allow independence for as long as able. To be an individual. To allow to express own feelings. To plan own path way. Listen to the music not the words. Allow risks. Support groups including PWD. Alzheimer's Society, community support workers. Conferences. Negative Over protection, taking away independence, overwatched, decisions made for me (pwd) eg food, time planning, what to wear, where to go. Treated like a child. Not treated like before. Having a stressful carer. Thinking about how the spouse of an older age is going to manage. Enjoying fun and laughter but not at time at the appropriate time and not being accepted for this. I've got a client who does this and family (not being accepted) are horrified. NEW ZEALAND PROFESSIONAL

G. Creativity/Aesthetics > Opportunity to grow • Presented with opportunity for mental stimulation when you can't access it yourself. Being given the opportunity to listen to music that they enjoy when they can't access it themselves.

I. Stimulation > Moderation • Providing stimulating activities in moderation. Over stimulation often results in agitation as loud or inappropriate music also can do.