1… · web view · 2017-07-25the term 'dementia' describes a set of symptoms which...

Surrey Skills Academy with support from Health Education Kent Surrey Sussex

The Care Certificate Framework For

Adult Social Care Workers &

Healthcare Support Workers

Name of Learner: Click here to enter text.

Role: Click here to enter text.

Organisation: Click here to enter text.

Mentor: Click here to enter text.

Assessor: Click here to enter text.

Date started: Click here to enter a date.

of 28

Standard 9


The Care Certificate Framework

Awareness of mental health, dementia and learning disability

Standard 9 Main areas:

I will understand the needs and experiences of people with mental health

conditions, dementia or learning disabilities

I will understand the importance of promoting positive health and well-being

for an individual who may have a mental health condition, dementia or

learning disability

I will gain an understanding of the adjustments which may be necessary in

care delivery relating to an individual who may have a mental health condition,

dementia or learning disability

I will understand the importance of early detection of mental health conditions,

dementia and learning disabilities

I will understand legal frameworks, policy and guidelines relating to mental

health conditions, dementia and learning disabilities

Links Code of Conduct: Standard 2

Compassion in Practice (6 C’s) Care, Compassion, Competence, Communication, Courage and Commitment

of 28


Standard 9

This standard explores the possible signs of mental health conditions, dementia and learning disabilities when supporting the clients, you work with and then identifies how to support them to promote positive health and well-being. It also highlights possible adjustments that may need to be made when providing the clients care, so that it is person centred and focuses on their individual needs. Mental healthThere are many different mental health conditions that individuals can develop and

they can include: psychosis, depression and anxiety.

PsychosisThe term ‘psychosis' is used to describe when a person loses touch with reality.

When a person has a psychotic episode, it can be a signal of an underlying illness. A

person can have a ‘psychotic breakdown’ after a stressful event like losing a close

friend or relative, but it can also be the result of a physical illness like a severe

infection, the use of illegal drugs like cannabis, or a severe mental illness like

schizophrenia or bipolar disorder and sometimes it is difficult to know what caused

the illness.

When a person has psychosis, they may have unusual thoughts and experiences

and may have one or more of the following symptoms:

Unusual beliefs called delusions.

These beliefs are obviously untrue to others, but may not be to the person

themselves. For example, they may think that there is a plot to harm them,

or that they are being spied on by the TV, or being taken over by aliens.

Sometimes they may feel they are a special person or have special

powers.

Unusual experiences called hallucinations

These are when they can see, hear, smell or feel something that isn't really

there, with the most common hallucination people experience is hearing

voices. In psychosis, hallucinations are totally real to the person having

of 28


them. This can be very frightening and can make them believe that they

are being watched or picked on.

As Psychosis isn't a condition in itself and it is triggered by other conditions, it is

therefore sometimes possible to identify the cause of psychosis as a specific mental

health condition. Common causes of it include:

Severe depression – some people with depression also have symptoms of

psychosis when they're very depressed

Schizophrenia – a condition that causes a range of psychological

symptoms, including hallucinations and delusions

Bipolar disorder – a mental health condition that affects mood; a person

with bipolar disorder can have episodes of depression (lows) and mania

(highs)

Psychosis can also be triggered by traumatic experiences, stress or

physical conditions, such as Parkinson's disease, a brain tumour, or as a

result of drug misuse or alcohol misuse.

How often a psychotic episode occurs and how long it lasts will depend on the

underlying cause, however, what you need to be aware of, if you are supporting a

client who has psychosis is that the situation will feel very real to them and can be

very frightening and as a consequence of this lead to them behaving in a manner that

is often deemed as “strange” by others. You may therefore be required to give them

an enormous amount of support and let them know that you are there to help them.

DepressionThe symptoms of depression can be complex and vary widely between people;

however, The National Institute for Health and Clinical Excellence NICE (2011) state;

“central to it is depressed mood and / or loss of pleasure in most activities”. The

severity of the depression is determined by a number of factors but mild depression

accounts for 70% of all depressive accounts (NICE, 2011). The symptoms can be

looked at in 3 different categories, and these can include:

Psychological symptoms

feeling hopeless

continuous low mood

of 28


low self-esteem

sadness

not getting any enjoyment out of life

anxious or worried

guilt-ridden

tearful

no motivation or interest in things

difficulty in making decisions

feeling irritable and intolerant of others

having suicidal thoughts or thoughts of harming yourself

Physical symptoms include:

unexplained aches and pains

change in appetite or weight (usually decreased, but sometimes increased)

disturbed sleep (for example, finding it hard to fall asleep at night or waking

up very early in the morning)

lack of energy

changes to menstrual cycle

lack of interest in sex

moving or speaking more slowly than usual

Social symptoms include:

avoiding contact with friends

taking part in fewer social activities

having difficulties in home and family life

neglecting hobbies and interests

not doing well at work

There are times in everyone’s life, when they feel low and “depressed”, terms that

are used on a regular basis, but clinical depression is where the lowered mood varies

little from day to day and is unresponsive to circumstances and has duration of at

least 2 weeks.

of 28


Many of the clients that you support will also have other long term conditions and as

a result of this, NICE (2009) recommends the Two Question Screen Tool for

depression:

1. During the last month, have you often been bothered by feeling down,

depressed or hopeless?

2. During recent months, have you often been bothered by having little

interest or pleasure in doing things?

If the client was to answer yes to one or both of these questions, then a more

detailed assessment for depression should be undertaken. Whilst you will not be

diagnosing depression, you need to be alert to changes in their mood that could

indicate depression and then ensuring they get the appropriate medical assessment.

AnxietyAnxiety can be defined as “an unpleasant experience like fear or dread related to the

possibility, but not certainty, of something happening”. Anxiety is normal and many

people will experience it in their everyday life. It’s common to feel tense, nervous and

perhaps fearful at the thought of a stressful event or decision you’re facing –

especially if it could have a big impact on your life.

However, those people who have an anxiety disorder find it difficult to control these

emotions and worries and are therefore less able to manage the symptoms.

Individuals will often demonstrate the fight or flight response. The Fight or Flight

response is a physiological response triggered when we feel a strong emotion like

fear. Fear is the normal emotion to feel in response to a danger or threat. Fear also

has a close relative we call anxiety. The Fight or Flight response evolved to enable

us to react with appropriate actions: to run away, to fight, or sometimes freeze to be a

less visible target.

With anxiety, you can get both physical and psychological signs and these can

include: -

Physical:

nausea (feeling sick)

tense muscles and headaches

pins and needles

of 28


feeling light headed or dizzy

faster breathing

sweating or hot flushes

a fast, thumping or irregular heart beat

raised blood pressure

difficulty sleeping

needing the toilet more frequently, or less frequently

churning in the pit of your stomach

experiencing panic attacks

Psychological:

feeling tense, nervous and on edge

having a sense of dread, or fearing the worst

feeling like the world is speeding up or slowing down

feeling like other people can see you’re anxious and are looking at you

feeling your mind is really busy with thoughts

dwelling on negative experiences, or thinking over a situation again and

again

feeling restless and not being able to concentrate

feeling numb

For a diagnosis of generalised anxiety to be made, the individual must have the

primary symptoms of anxiety most days for at least several weeks at a time, and

usually for several months (ICD-10 Classification guidelines).

DementiaThe term 'dementia' describes a set of symptoms which include loss of memory,

mood changes, and problems with communication, thinking and reasoning. These

symptoms occur when the brain is damaged by certain diseases, including

Alzheimer's disease or damage is caused by a series of small strokes. Dementia can

at times be referred to as being “deprived of the mind”. Dementia is not an inevitable

consequence of getting older and is not associated with any particular race, gender

or culture and people from all walks of life may be affected.

of 28


Dementia is progressive, which means the symptoms will gradually get worse. How

fast dementia progresses will depend on the individual person and what type of

dementia they have. Each person is unique and will experience dementia in their own

way, but in the later stages the individual will have problems carrying out everyday

tasks and looking after themselves.

The Alzheimer’s Society predicts there will be around 850,000 people in the UK with

dementia in 2015. Whilst it mainly affects people over the age of 65 (one in 14

people in this age group have dementia), and the likelihood of developing dementia

increases significantly with age, it can affect younger people. There are more than

40,000 people in the UK under 65 with dementia (Alzheimer’s Society, 2015).

Dementia can affect men and women.

A person with dementia will have problems with thinking or memory (cognitive

symptoms).

They may therefore have problems with some of the following:

day-to-day memory

language - leading to problems finding the right word for something and /

or following a conversation

orientation – becoming confused about where they are and losing track of

the day or date (often recalling where they were in the past)

concentrating, planning or organising – difficulties making decisions,

solving problems or performing a sequence of tasks (e.g. getting dressed)

visuospatial skills – problems judging distances (e.g. on stairs) and seeing

objects in three dimensions

As well as having cognitive symptoms, the person may also have changes with their

moods, for example, they may feel frustrated, anxious, withdrawn or easily upset. At

times individuals also have hallucinations, when they may see things / people that

are not really there. As they move on the journey with dementia, there may also be a

change in their behaviour and so they display behaviours that are out of character for

them, including when they lose their inhibition, repetitive questioning, pacing or have

a change in sleeping habits.

of 28


There are many types of dementia, and all display slightly different symptoms, but

can include:

Type of dementia Changes in the brain SymptomsAlzheimer’s

Disease

(most common

cause of

dementia)

It kills brain cells and nerves,

causing changes in the chemistry

and structure of the brain. The

brain shrinks as the number of

nerves reduces.

Brain chemicals

(neurotransmitters) are reduced, in

particular the levels of

acetylcholine falls. Gaps then

develop in the temporal lobe and

hippocampus, both of which are

responsible for storing and

retrieving information.

Lapses of memory and

problems finding the right

words

Mood swings

Becoming withdrawn

Difficulty in carrying out

everyday tasks

Gaps in the temporal lobe

affect the individual’s ability

to speak, remember, think

and make decisions.

Vascular dementia

(multi-infarct

dementia)

These strokes (infarcts) occur

within the small blood vessels of

the brain; these are often so small

that they are not recognised.

However, oxygen supply to the

brain is diminished and brain cells

die.

After each infarct, brain tissue dies,

so the individual’s ability declines,

eventually leaving them quite

confused.

Problems with speed of

thinking, concentration and

communication

Depression and anxiety

Symptoms of stroke, such

as physical weakness or

paralysis

Memory problems

(although this may not be

the first symptom)

Seizures

Periods of severe (acute)

confusion

Dementia with

Lewy Bodies

Lewy bodies are distinct deposits

of protein in the brain. These

deposits damage brain cells and

disrupt the brains capacity to

Visual hallucinations –

seeing things that are not

there - people or animals

Abilities fluctuate daily, or

of 28


function normally, leading to

degeneration of brain tissue and

dementia.

even hourly

Fall asleep very easily by

day and have restless,

disturbed nights with

confusion, nightmares and

hallucinations

Fainting, falling or having

“funny turns”

Korsakoff’s

syndrome

Brain disorder, usually associated

with heavy alcohol consumption

over a long period.

Although Korsakoff’s is not strictly

a dementia, people with the

condition experience loss of short-

term memory.

Condition is caused by lack of

thiamine (Vitamin B1) which affects

the brain and nervous system.

It is often seen in people who

consume excessive alcohol as

many heavy drinkers have poor

eating habits, with their nutrition

being inadequate and alcohol can

inflame the stomach lining and

impede the body’s ability to absorb

the key vitamins.

Difficulty in acquiring new

information or learning new

skills

Change in personality – at

one extreme the person

may show apathy, or at the

other repetitive behaviour.

Lack of insight into the

condition

Confabulation – inventing

events to fill the gaps in

their memory.

Whilst the symptoms of all types of dementia, are slightly different, it is important to

remember that it is a progressive condition and as a result, you may be supporting

people at all stages of their journey. It is also worth being aware of the fact, that

whilst you are there to support the clients, dementia is a condition that can be

of 28


incredibly stressful for the relatives, and so you may well be in a position where you

are supporting their needs as well.

Learning Disabilities The term learning disability is a label that describes one part of that person. It is used

to describe a particular impairment or disability. A commonly used definition of

learning disability in the UK is from Valuing People (2001), where it describes that a

learning disability includes the presence of:

“A significantly reduced ability to understand new or complex information or

to learn new skills

A reduced ability to cope independently

An impairment that started before adulthood, with a lasting effect on

development”

Within education services in the UK, the term learning difficulty includes individuals

who have learning difficulties, such as:

Dyslexia – where they have difficulties in some or all of the following

areas: reading, writing, spelling, maths, understanding sequences and

patterns, knowing left from right, map reading skills, organisation and

speaking and language skills.

Dyspraxia affects movement and co-ordination. Like dyslexia, it is a

specific learning difficulty, which means it only affects some skills and

abilities, and is not linked to the general level of intelligence of the person

who has it. People who have dyspraxia generally have difficulties in some

or all of the following areas: balance, co-ordination, dressing and eating

skills, following instructions, organisation and short term memory, speaking

and listening, holding pens/pencils and handwriting and social skills and

friendships.

Learning disabilities are far more common, than most people would imagine as it has

been estimated that 1,043,449 people in England (2% of the population) have a

learning disability. However, the numbers that are known to learning disability

services are estimated at 236,235 people. (The Improving Health and Lives Learning

Disabilities Observatory, 2013).

of 28


The range on the spectrum of learning disability is vast, and to explain this, it can be

useful to link it to a continuum.

Someone who has a mild learning disability is normally able to communicate most of

their wishes and needs. However, they may need some support to comprehend more

complex ideas. Quite often people with a mild learning disability are not diagnosed

and many can do everyday tasks themselves.

Someone who has a moderate learning disability may need some support in caring

for themselves, but can manage to do tasks with some support.

Someone who has a severe learning disability is likely to need a high level of support

with some everyday tasks, such as cleaning, shopping, cooking, but they can often

look after some of their personal care needs themselves. Some also have other

additional medical or mobility needs, and they often use basic words and gestures to

communicate.

Someone who has a profound learning disability often has severely limited

understanding and difficulty in communicating – often expressing themselves through

non-verbal means. They may also have many other additional disabilities including

movement, hearing and visual impairments, autism and / or epilepsy and need

support with their behaviour.

Whilst it is important, to understand that persons individual needs, it is essential that

they are not labelled by their type of learning disability and where they are on the

spectrum, as each person is unique and an individual and just because they are

diagnosed as having a “profound learning disability”, they need to be acknowledged

of 28

Mild Learning Disability

Moderate Learning Disability

Severe Learning Disability

Profound Learning Disability


as who they are and what they are able to do, and then you should look at the areas

where they need support in their life. If we look at the areas where they need support

first, then it is too easy to forget what they can do for themselves.

Learning disabilities can happen for a number of reasons and these can include:

Before birth – this could be genetic, for example Down’s syndrome or could

be if the mother was a drug or alcohol user, or had Listeria (food

poisoning)

During birth – this could be caused by lack of oxygen to the baby leading to

brain damage or by a premature birth

After birth – this could be caused if the child had a serious illness, for

example a head injury or meningitis or severe neglect

Sometimes there is no known cause or conversely there could be multiple

causes

Whether it be, that the client that you are supporting has a mental health condition,

dementia or learning disability, a good assessment will need to be undertaken to

establish what they need support with, as it is impossible to say, that as they have a

certain diagnosis they will follow the same pattern as another person you are

supporting who has the same diagnosis as each person is unique and responds as

that individual person. Within this type of care, it is important to get to know that

person as a person and establish the most appropriate way to ensure that they

receive holistic care.

For clients who have had diagnosed with certain conditions, it is helpful to gain an

understanding of what has caused that condition, as that will then enable you to

provide a better quality of care / support. Take for example, someone that has clinical

depression and this was the result of a sudden traumatic bereavement. It is important

that this is addressed; otherwise that person will not be able to move forward, so it

may be appropriate that you enlist the support of a counsellor for this client, where as

if you did not understand the cause of their depression you can never support them

through the process fully.

of 28


Whatever the diagnosis is, of the person that you are supporting, it is important that

you demonstrate a positive attitude as there is a lot of stigma linked to living with any

of the conditions, previously discussed. This can then lead to the individual feeling

isolated, discriminated against and as if they are “different” to other people. It is

important that you support the clients in a way that they feel included in their care

and as much as possible in control of their own lives – naturally this will vary from

person to person, but each individual should be encourage to reach the self

actualisation stage on Maslow’s hierarchy of needs, and again what this means to

each person is unique. Therefore, not only do you need to ensure that the client feels

included and alongside this empowered, but also be observant for any signs of

discrimination, bullying, teasing and either support the individual to deal with it, or act

on their behalf and deal with it.

When exploring disabilities, in relation to care, we are faced with two models:

The medical model

The medical model focuses on the fact that the person is perceived to be

unwell and therefore we need to “cure, treat, change and make more

normal”. Medical practitioners would identify treatments and then assume

that people who had the same diagnosis would need to be treated in the

same manner.

The social model

The social model of disability has taken over from the medical model in

recent years and explores the fact that we should focus on the person’s

capabilities and not their deficits. It recognises that person should be

included in all aspects of care and within this emphasises dignity,

independence, choice and privacy.

The social model says that disabilities are created by barriers in society,

which include; the environment (inaccessible buildings), attitudes (including

discrimination, prejudice and stereotyping) and organisations (inflexible

policies, procedures and practices).

This model focussed on the individual as a person who has unique needs,

and not on their diagnosis and this then leads to ensuring holistic person

centred approach is taken.

of 28


Health and social care organisations need to work together to enable the best

possible care and support for the client. It is ensuring that the client is able to access

all members of the Multi-disciplinary team to ensure that all their needs are

addressed and any adjustments to either the physical environment (e.g. ramps) or

their emotional support (counsellors, admiral nurses) or practical support (could

relate to finances, legal issues, housing).

If you felt that any of your clients had unmet needs, then it is imperative that you do

something about it and report it to a senior within your organisation. You have a

responsibility to do this and in some cases, need to act as the clients advocate when

they are unable to raise issues themselves or may not be aware that some of their

needs are not being met.

Early detection of signs and therefore early diagnosis can benefit the client

immensely as for some conditions; there can be appropriate treatment to aid

recovery sooner, for example depression or anxiety. Whilst this can’t happen

following the diagnosis of certain conditions, for example dementia, it can give both

the client and their family much needed answers as to why the person is behaving

the way they are. It may also give that person the opportunity, whilst they are still

able to make some decisions about their future care themselves. Whilst, it can be

hard to accept the diagnosis that the individual is given, long term, many people are

grateful for being told what is causing the symptoms and then being given that

window of opportunity before they reach the point where they are unable to do

certain things. It also gives them the opportunity to seek support for their diagnosis,

be this in the form of attending support groups, information gained from health

professionals etc.

Like with all aspects of care / health, you are bound by legislation and guidance that

needs to be adhered to. This may include:

The Care Act 2014

The Health and Social Care Act 2008 (Regulated Activities) Regulations

2014 and accompanying Fundamental Standards

The Equality Act 2010

Human Rights Act 1998

of 28


Data Protection Act 1998

Mental Capacity Act 2005

The Autism Act 2009 and subsequent strategy Fulfilling and Rewarding

Lives (2010, updated 2014)

Valuing People 2001 and Valuing People Now 2010

National Dementia Strategy

Skills for Care / Skills for Health Code of Conduct

All legislation and guidance above is in place to ensure that people living or

diagnosed with mental health conditions, dementia or learning disabilities receives

the best possible care and is seen primarily as the person first, with their diagnosis

following this and not the other way round. It therefore should assist in enabling them

to live fulfilled and happy lives, with the support that they need to enable them to do

this.

Mental CapacityHaving mental capacity means that a person is able to make their own decisions.

The law says that a person is unable to make a particular decision if they cannot do

one or more of the following four things:

1. Understand information given to them.

2. Retain that information long enough to be able to make the decision

3. Weigh up the information available to make the decision

4. Communicate their decision

The Mental Capacity Act 2005 (MCA) creates a framework to provide protection for

people who cannot make decisions for themselves. It contains provision for

assessing whether people have the mental capacity to make decisions, procedures

for making decisions on behalf of people who lack mental capacity and safeguards.

first.

In assessing someone’s capacity the principles must be remembered at all times: -

Anyone assessing a person’s capacity must start from the presumption that the

person has capacity, must help the person to make a decision, must allow the person

of 28


to make an unwise decision and, if the person lacks capacity, must take a decision

on their behalf that is in the person’s best interests and the least restrictive option

possible.

All individuals have the right to make their own decisions, and it is important that you

do not assume that as they have a diagnosis that affects their cognitive ability, then

they are unable to make all decisions. By enabling someone to make their own

choices about how they live their life, for example or what they do / what they wear

etc can empower them so that they feel that they are in control.

The Mental Capacity Act is governed by 5 key principles and they include:

Presumption of capacity – healthcare or social care staff must assume

that a person has the capacity to make decisions, unless it can be

established that the person does not have the capacity.

Maximising decision making capacity – people should receive support

to help them make their own decisions.

Right to make an unwise decision – people have the right to make

decisions that others might think unwise. A person who makes a decision

that others think is unwise should not automatically be labelled as lacking

the capacity to make a decision.

Best interests – any act done for, or any decision made on behalf of,

someone who lacks capacity must be in their best interest.

Least restrictive option – any act done for, or any decision made on

behalf of someone who lacks capacity should be in the least restrictive

option possible.

An assessment of capacity may need to be made if the client is unable to make a

specific decision at a given time. A mental capacity assessment is decision specific

and it does need to be remembered that whilst people lack the capacity to make

some decisions, this does not mean that they lack the capacity to make all decisions.

They may well be able to make a decision about what they eat / clothes that they

wear, but not able to make a decision about going to see the doctor, where they live

etc. What is important is that we enable an individual to make decisions where

possible and look at alternative ways for them to be able to make those decisions.

of 28


However, it is imperative that whatever we do, we gain consent (permission) from the

individual first. At times, we need to support the client to make advanced statements

and this will then enable staff to take account of the individual’s wishes, when they

are unable to tell us what they are. This could include decisions about their future

care and support and ensures that they are not given care that they would not wish to

happen.

Whilst supporting clients who have mental health conditions, dementia or learning

disabilities, it can at times feel daunting when you are faced with a situation where

you are unsure what to do or how to handle it. It can also be incredibly rewarding, but

what is important is that if you are struggling with knowing how to handle situations

that you are faced with, then don’t be afraid to ask for support from within your

organisations.

of 28


Standard 9Workbook

Awareness of mental health, dementia and learning disabilities

Standard 9 Main areas:

I will understand the needs and experiences of people with mental health

conditions, dementia or learning disabilities

I will understand the importance of promoting positive health and well-being

for an individual who may have a mental health condition, dementia or

learning disability

I will gain an understanding of the adjustments which may be necessary in

care delivery relating to an individual who may have a mental health condition,

dementia or learning disability

I will understand the importance of early detection of mental health conditions,

dementia and learning disabilities

I will understand legal frameworks, policy and guidelines relating to mental

health conditions, dementia and learning disabilities

Links Code of Conduct: Standard 2

Compassion in Practice (6 C’s) Care, Compassion, Competence, Communication, Courage and Commitment Standard 9.1 – Understand the needs and experiences of people with mental health conditions, dementia or learning disabilities

of 28


9.1a List how someone may feel, (if you have a client with any of these conditions,

you could reflect on how they feel) if they have the following conditions.

9.1b Following this then identify how these conditions may influence a person’s

needs in relation to the care that they may require

How they may feel How it may influence their needs

in relation to the care they may

require

Psychosis Click here to enter text. Click here to enter text.

Depression Click here to enter text. Click here to enter text.

Anxiety Click here to enter text. Click here to enter text.

Dementia Click here to enter text. Click here to enter text.

Learning

disability

Click here to enter text. Click here to enter text.

9.1c Explain why it is important to understand that the causes and support needs are

different for people with mental health conditions, dementia and learning disabilities

Click here to enter text.

Standard 9.2 – Understand the importance of promoting positive health and well-being for an individual who may have a mental health condition, dementia or learning disability

of 28


9.2a Explain how positive attitudes towards those with mental health conditions,

dementia or learning disabilities will improve the care and support that they receive


9.2b Describe the social model of disability and how it underpins positive attitudes

towards disability and involving people in their own care


Standard 9.3 – Understand the adjustments which may be necessary in care delivery relating to an individual who may have a mental health condition, dementia or learning disability

of 28


9.3a Describe what adjustments might need to be made to the way care is provided

if someone has the following conditions

Adjustments that might need to be made

Psychosis Click here to enter text.

Depression Click here to enter text.

Anxiety Click here to enter text.

Dementia Click here to enter text.

Learning

Disability


9.3b Describe how to report concerns associated with any unmet needs which may

arise from mental health conditions, dementia or learning disability through agreed

ways of working


Standard 9.4 – Understand the importance of early detection of mental health conditions, dementia or learning disabilities

of 28


9.4a Explain why early detection of mental health needs, dementia or learning

disability is important


9.4b Give examples of how and why adjustments to care and support might need to

be made when a mental health condition, dementia or learning disability is identified

How adjustments might need to be made Why adjustments might need to be made


Standard 9.5 – Understand legal frameworks, policy and guidelines relating to mental health conditions, dementia or learning disabilities

of 28


9.5a List 3 policies / guidance / legislation and state the main requirements that are

designed to promote the human rights, inclusion, equal life chances and citizenship

of individuals with mental health conditions, dementia or learning disabilities

9.5b For each one also state how they may affect the day to day experiences of

individuals with mental health conditions, dementia or learning disabilities and their

families

Legislation or

policies or

guidance

Main requirements How it may affect the day to day

experiences of the individual and

their families

Click here to

enter text.


Click here to

enter text.


Click here to

enter text.


Standard 9.6 – Understand the meaning of mental capacity in relation to how care is provided

9.6a Explain what is meant by the term capacity


9.6b Explain what it is important to assume that someone has capacity unless there

is evidence that they do not


of 28


9.6c Explain what is meant by “consent” and how it can change according to what

decisions may need to be taken

Consent means:


How it can change:


9.6d Describe situations where an assessment of capacity might need to be

undertaken and the meaning and significance of advance statements regarding

future care

An assessment of capacity might need to be undertaken when:


An advanced statement is:


The significance of an advanced statement is:


Standard 9

Outcome To meet this standard Assessment Evidence Date signed off

of 28


9.1 Understand the needs and experiences of people with mental health conditions, dementia or learning disabilities

9.1a List how someone may feel if they have:1. Mental health conditions such as: a. Psychosis b. Depression c. Anxiety2. Dementia3. Learning Disabilities These issues may be physical, social or psychological and will affect the individual in different ways.

Assessed by any of the following methods: - 1:1 discussion - Group work- Written

Choose an item.

Choose an item.Click here to enter a date.

9.1b Explain how these conditions may influence a person’s needs in relation to the care that they may require


Choose an item.


9.1c Explain why it is important to understand that the causes and support needs are different for people with mental health conditions, dementia and learning disabilities


Choose an item.


9.2 Understand the importance of promoting positive health and well-being for an individual who may have a mental health condition, dementia or learning disability

9.2a Explain how positive attitudes towards those with mental health conditions, dementia or learning disabilities will improve the care and support that they receive


Choose an item.


9.2b Describe the social model of disability and how it underpins positive attitudes towards disability and involving people in their own care


Choose an item.


9.3 Understand the adjustments which may be necessary

9.3a Describe what adjustments might need to be made to the way care is provided if someone has:1. Mental health conditions such as: a. Psychosis


Choose an item.


of 28


in care delivery relating to an individual who may have a mental health condition, dementia or learning disability

b. Depression c. Anxiety2. Dementia3. Learning Disabilities

9.3b Describe how to report concerns associated with any unmet needs which may arise from mental health conditions, dementia or learning disability through agreed ways of working


Choose an item.


9.4 Understand the importance of early detection of mental health conditions, dementia or learning disabilities

9.4a Explain why early detection of mental health needs, dementia or learning disability is important


Choose an item.


9.4b Give examples of how and why adjustments to care and support might need to be made when a mental health condition, dementia or learning disability is identified


Choose an item.


9.5 Understand legal frameworks, policy and guidelines relating to mental health conditions, dementia or learning disabilities

9.5a List the main requirements of legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with mental health conditions, dementia or learning disabilities


Choose an item.


9.5b Explain how the legislation and policies listed may affect the day to day experiences of individuals with mental health needs, dementia or learning disabilities and their families


Choose an item.


9.6 Understand the meaning of mental capacity in relation to how care is provided

9.6a Explain what is meant by the term capacity


Choose an item.


9.6b Explain why it is important to assume that someone has capacity unless there is evidence

Assessed by any of the following methods: - 1:1 discussion - Group work

Choose an item.

Choose an item.Click here to enter

of 28


that they do not - Written a date.9.6c Explain what is meant by “consent” and how it can change according to what decisions may need to be taken


Choose an item.


9.6d Describe situations where an assessment of capacity might need to be undertaken and the meaning and significance of “advance statements” regarding future care


Choose an item.


I am satisfied with the evidence of learning that it meets all the required standards.

Assessor’s Name:Click here to enter text.

Assessor’s Position: Click here to enter text.

Signature:Click here to enter text.

Date:Click here to enter a date.

Learner’s Signature: Click here to enter text.

Date:Click here to enter a date.

of 28

1… · web view · 2017-07-25the term 'dementia' describes a set of symptoms which...

Documents