Role play is always good. Have one trainee be the person with AD and another be the caregiver. If needed, describe the "issue" of the person with AD (ie. upset, angry, lost)
Observation: I use this technique often. If my client is needing assistance, I will tell the staff that I will take care of the situation and then demonstrate effective techniques. After the intervention, I will go back and discuss what happened with the staff member.
"Mulitple items" list: give the trainees a piece of paper with lines on it. Tell them that you are going to read a list of items to them. Their objective is to list as many of the items you say when you are done. The list should include at least 15 items. After the activity, talk about how hard it was to remember the items and then relate that activity to a person with AD and their ability to remember more than one direction at a time.
Role play is always good. Have one trainee be the person with AD and another be the caregiver. If needed, describe the "issue" of the person with AD (ie. upset, angry, lost)
Observation: I use this technique often. If my client is needing assistance, I will tell the staff that I will take care of the situation and then demonstrate effective techniques. After the intervention, I will go back and discuss what happened with the staff member.
"Mulitple items" list: give the trainees a piece of paper with lines on it. Tell them that you are going to read a list of items to them. Their objective is to list as many of the items you say when you are done. The list should include at least 15 items. After the activity, talk about how hard it was to remember the items and then relate that activity to a person with AD and their ability to remember more than one direction at a time.
The first is the education theory component. When staff know the reasons why particular approaches work better, they will use them more willingly. Any games, or fun things that can be incorporated into the education component lightens the mood and makes learning more palatable.
I agree, role playing is an excellent and effective training method. Modeling or shadowing is also effective in my experience. Small group discussions should also be used to encourage dialog.
Just a few things that work with care giver, families and staff members alike...we love our days with them. And if your residents don't talk they love laughing with our stories we tell..... Show & tell, what do you want to show me and tell a story. Where in the world is JOYCE; travel anywhere with any one of us and learn. Time will tell, groing in the garden something in season, flowers and veggies. Whats cooking with you, if you can smell, taste and see what we can make today. Sharing and caring, when a director comes and talks randomly with a resident about their home life and all get to know about.
Lets listen to some music from the 50's. Now lets listen to the music with ear plugs. Now lets start dancing to the music and see if we can follow the rhythm and the beat. If we can show encouragement and praise; if we can't show encouragement and praise.
I love to teach role playing, too. I share my personal experience where I was placed in a dementia unit with a "new" bed, new sounds, new smells, and was even given yellow glasses to wear, to simulate what aging does to vision and how with those glasses, cannot tell a yellow pill from a pink pill. It's good if there is an empty room to actually have a caregiver spend the night and give them that experience.
