Teaching Change and Quality of Life in Dementia
The experience of people with dementia has to change, get better and improve – and this won’t happen by accident, or in a vacuum
We are inspiring individuals to become part of that movement, and providing the opportunity to make a difference in lives.
Teaching offers a platform and opportunity to overcome pre-conceptions, and even your own issues; there is no ‘them’ and no one is coming to the rescue. So it’s best to get started. Now.
Who should attend?
Potentially, anyone who has an interest in the care of people experiencing dementia. You may be related to someone, or a healthcare professional such as a Nurse, Carer, Support Worker, Activities Coordinator, even a Manager.
This is a 3 Day course which embeds a sound knowledge of dementia itself, balanced with the essential requirements of teaching adults in and out of the classroom.
Academic progression in dementia, as with most elements of health and social care, ranges from half day awareness sessions through to diploma and degree level. Your essential Education & Teaching Award will enable you to deliver any training that you are deemed to be occupationally competent in.
This qualification is a platform to deliver in-house health and social care training on any subject they are qualified in and feel able to teach.
Our 3 days together will revolve around the delivery of a core one-day foundation course covering the essential aspects of dementia. This is a training session that can be learned, developed and adapted to suit its audience.
After introductions and housekeeping, on Day 1 we break the delivery of the course down into its core modules, essentially experiencing the delivery of the Dementia session, and forming a framework for the learning to come:
Dementia: Lies, Damn Lies and Statistics
You can be forgiven, perhaps, for getting up in the morning convinced that you too will be overwhelmed with the signs and symptoms of dementia at any minute, if not sooner. Here we take a detailed look at the available data and carry out our own statistical analysis, to frame the subject in context.
‘Bless Him’. What a peculiar phrase in language reveals about our own attitudes to Dementia
On the back of examining how the media use statistics to sell news, we take a deep dive into how are own attitudes are formed around dementia and mental health in the UK.
We ask, and attempt to answer what’s at the root of our fear, and how that can be changed going forward.
What is Dementia: An initial exploration of what we currently know about the neurological impairment of dementia, Types and Causes
In 2017, it’s believed that there are as many variants of the neurological impairment of dementia as there are human brains. Our starting point is to explore the main, known, conditions. From Alzheimer’s disease and Vascular Dementia, through Lewy Bodies and the remaining 10% of multiple complex disease processes. We explore how they work and the consequences of signs and symptoms in the people who experience them.
There is no ‘Them’. Exploring the sliding scale of signs and symptoms and where YOU are on that scale.
The nature of neurological impairment can be creeping in its progress, causing us to convince ourselves it’s happening to us – rather than considering the culmination of new, everyday stresses that exist in the new millennium. However, this also represents our first real chance to relate to the experience. That is unless you really haven’t walked into a room, stopped, then been struck by the realisation that you have no idea what you came in here for…
The Photo Album Analogy: Why Ribot’s Law is essential knowledge
What is your first memory? Why is that so detailed and specific when you may struggle with what you had for breakfast? The answer holds the key to communicating with people experiencing neurological impairment.
Did I leave the Iron on? Fragmentation of experience and what it means to everyday care
A key tenant of teaching has always been that although people are in the room physically, mentally they can be periodically absent throughout the session. This may explain the nature of repetition in teaching and the holy grail of presentations training from Aristotle: “Tell them what you are going to tell them; tell them; tell them what you have told them.”
Not only should fragmentation be the easiest thing to relate to for all of us – understanding it and how essential it is in everyday practice is a foundation principle.
It’s not Challenging Behaviour! Exploring adaptive behaviour and the unmet need
Central to being able to make a difference is understanding and relating to those in our care, getting our feet in their shoes and attempting to wriggle our toes a bit.
Here we begin to explore the concept of the unmet need and how as human beings we react or respond, how we adapt in given situations. Day 1 concludes with a recap session on where we are at this point, before introducing homework assignments and the core workbook for our course.
The morning of Day 2 takes as its theme:
‘What makes a good teacher?’ At this point we are taking on the first 3 modules of the Education and Teaching Award:
- Roles and responsibilities of the Teacher/trainer
- Examining Learning Styles
- Training: session Planning and Preparation for effective training
In the afternoon, we return to our core subject of dementia, and explore some of the learning resources available.
We look at a selection of film and documentary footage from the past 5 years, consider how some of these approaches might fit the aims of a course you are building, and even reflect on your own philosophy of care in dementia.
After recapping where we are in the programme, delegates are given their assignment for micro-teaching on Day 3, and who they are to be teamed up with.
Each pair or small group will deliver a short, 10-minute training session on one of the core elements we have studied so far.
On Day 3 we return to the teacher’s toolkit, looking in detail at:
4. Training delivery: styles and communication
5. Assessment in practice
The session before lunch is dedicated to preparing for the requirements of the afternoon’s micro-teaching sessions. Delegates firm-up their allocated practical demonstration in their designated pair or small group.
Lunch time and the first hour of the afternoon are given to delegates as additional preparation time. They put together an outline of their session, practice the practical elements, and then formalise it into their own lesson plan.
After a break, each group or pair is assigned a 20-minute time slot to deliver their session. After this they will receive initial instructor feedback, followed by peer-review/group feedback from other delegates.
The 3-day course is accompanied by an assignment to complete, along with a course workbook. Both of these are to be completed and submitted for final marking within 28 days of the end of the course. Marking criteria and time limits will be detailed in the final session.
We close the course with an initial evaluation and discussion about the course itself. Delegates are also encouraged to keep in touch with each other – and us – to provide on-going support and training resources.