Keywords Search Page

11 Search Results:

D. Identity/Continuity > Person Centered • Acknowledging person and individual life history - keep emphasising the individual in activities, conversation or choices that are offered (ie relevant to person).

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

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 > 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).

C. Love and Trust > Valued role • Personhood - feeling valued, loved, maintenance of dignity, intact sense of identity and self-esteem, ability to carry out work of some kind, ability to love.

B. Relations/Communication > 1. Sample narratives • Positive Communication - ability to engage in meaningful, reciprocal communication (conversation, gesture, touch) enabling pleasure and communication of needs/wants/comments. Environment - safe, comfortable, home-like, rich social network, access to nature, travel, physical and emotional, enriching, stimulating, not stultifying. Health/happiness - physical and mental health, freedom from pain, restricted mobility, expression, psychosis. Quality of professional care - respectful, competent, comprehensive, consistent, appropriately targetted, humane, well-coordinated, medical, psychiatric, nursing etc ie multi-disciplinary. Quality of family care - multiple generations involved, free from undue stress/conflict, availability of regular daily loving care and acceptance, respect and valued place within the family. Personhood - feeling valued, loved, maintenance of dignity, intact sense of identity and self-esteem, ability to carry out work of some kind, ability to love. Negative Communication - sensory impairment, loss of ability to participate in communication effectively and pleasurably, being misunderstood, carer failing to take time/effort to optimise communication. Environment – inappropriately restrictive, uncomfortable, alien, boring. Health/happiness - pain, disability, sensory impairment, psychiatric disorder, high level emotional distress. Quality of professional care - disrespectful, dehumanising, ill-coordinated, inadequate in amount/skill level. Quality of family care - conflictual, disrespectful, abusive, burden rather than cherished. Personhood - loss of self-worth, personal identity, loss of ability to work, loss of ability to love, loss of dignity. NEW ZEALAND PROFESSIONAL

L. Strengthening Services > 1. Sample narratives • Positive QOL themes/concepts/models and their application are aided by genuine caring competencies of the interdisciplinary team. The vision and focus of ADI should be the drive of government policy and strategy so that universal QOL is based on those factors that are at the coal face of care situations. QOL would be greatly enhanced by a continuous journey approach so that QOL is a continuing ongoing never ending. QOL would be helped by a universal 'buy in' to the principles and the continued commitment occurs through passion. Education and ongoing learning and sharing will conquer the ignorance that surrounds the significance of QOL. Negative QOL themes/concepts/models and their applications are hindered by a lack of consistency and continuity of application. QOL is not helped by assumptions made by individuals regarding other individuals value base. Assessments and observations made by carers of individuals affected by dementia are ultimately based on the values of the carer and therefore are not truly reflective of that individuals QOL. NEW ZEALAND PROFESSIONAL

D. Identity/Continuity > 1. Sample narratives • Positive Use of humour and laughter. Lessen anxiety by security and fun – enjoying life part of QOL. Involvement, control in own life - choice, empower. Lessen anxiety by acknowledging illness and needs - ie explain same concerns every day so that the feeling of confusion and anxiety lessened 'I told him yesterday, he won't remember if I tell him again so why bother'. Acknowledging person and individual life history - keep emphasising the individual in activities, conversation or choices that are offered (ie relevant to person). Support carers - respite, listening, asking what would be helpful, supportive environment where time can be spend with person with dementia (as opposed to general public where awareness is not yet the best). Public awareness of issues faced by people with dementia, especially regarding the person as an individual - acceptance, support, helpful and with interactions. Some risk taking to ensure choice and involvement in activities important to the person for as long as possible. Resources to enable greatest autonomy – ie technology to aid people to stay in own home as long as possible, ie smart house. Negative Disregard for person - ie talking about someone in front of them as if not there. Assumptions by people who do not know and fear ie loss of abilities in some area - loss of abilities in all areas (unable to communicate verbally - unable to feel or understand). Stigma, uncaring interactions and discrimination and discounting the person. NEW ZEALAND PROFESSIONAL

L. Strengthening Services > 1. Sample narratives • Providing continuity to the person’s life with activities/hobbies the person has or had in the past. Sensory stimulation. Campaign for provision of better services that meet people’s emotional and practical needs.

D. Identity/Continuity > Continuity with life story • Providing continuity to the person’s life with activities/hobbies the person has or had in the past.