CHCAGE005 Learner Workbook for Providing Support to People Living with Dementia

This learner workbook provides instructions and assessment requirements for CHCAGE005 unit of competency. It covers person-centered care approaches, interpreting individualized plans, and addressing the needs for a stable environment for people living with dementia.

CHCAGE005
Provide support to people living
with dementia
Learner Workbook

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
 Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including
assessments taken totally or in part from the internet.

If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately .

Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:
 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have
them deemed satisfactory by the assessor. If you do not answer some questions or perform certain
tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you
supplementary questions to determine your competence. Once you have demonstrated the
required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.

Candidate Details
Assessment – CHCAGE005: Provide support to people living with dementia
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for CHCAGE005: Provide support to people living with dementia.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The
observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment,
depending on the task to be undertaken and whether it is an observation or demonstration. Your
trainer/assessor will ensure you are provided with the correct equipment and/or materials to
complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:
 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________

Activities
Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
Activity 1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to apply person-centred care approaches
to all interactions with the person living with dementia.
Activity Describe the person-centred approach including what Brooker’s (2007)
acronym VIPS stands for.
According to Brooker, the acronym VIPS stands for Valued, Individual,
Perspective, and Individual. This means that the a person with dementia should
be valued and must be respects as an individual and for his perspectives in the
social environment (Brooker, 2007).

Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to interpret individualised plan and
familiarise self with the specific needs and wants of the person living with
dementia.
Activity 1. What can you find out from an individualised plan or care plan? (Give
examples of the kind of information available).
The individualized care plan helps in attaining information that focuses on the
uniqueness that the person suffering from dementia possess, which help in the
treatment process.
2. Give some examples of how you could help someone with dementia
maintain a good quality of life.
To attain a good quality of life-
 The activities and people who bring joy in the victim’s life, should be
utilized more.
 Giving the victim the chance to make their own decision, making
him feel respected.
 Helping the victim build their strengths.

Activity 1C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify and address person’s needs for
a stable and familiar environment.
Activity 1. Why is it important to maintain a stable environment for people with
dementia?
It is important to maintain a stable and claiming environment around the
individual suffering from dementia as it helps in minimizing their confusion and
also helps in developing better concentration skills.
2. How can you address this in a residential environment?
In a residential environment, it is important to analyze the noise levels, the
effects of mirrors, the lighting in the house, the colors and patterns in the
house, and the state of the bed. All these checks are important as the people
suffering from dementia have issues with noise, they get really annoyed with
even a bit loud noise and thus, keep the television and the radio off is the best
option. They also have issues with reflections, shadows, and glare, as they get
frightened (Gitlin, 2012).

Activity 1D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to recognise signs consistent with
financial, physical or emotional abuse or neglect of the person and report to
an appropriate person.
Activity 1. How would you respond if you witnessed or knew an older person's rights
were being violated?
I will report a complaint under the Australian Institute of Family Studies and
the other authorities that will take strict action against the people who are
conducting it.
2. Define elderly abuse. How can it be identified? What are your
organisation's guidelines for responding to elderly abuse cases?
A single or repeated practice that causes harm to the respect of an elderly
person and is a distress to them and also violates the civil and human rights of
the elder people, then it is known as elderly abuse. The elderly abuse is
considered for the people above the age of 65. An elder abuse occurs if an
elderly is abused physically, sexually, psychologically, emotionally, and
financial. In our organization we consider all the cases related to the above
mentioned abuses.

Activity 2A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to use verbal and non verbal
communication strategies to maximise engagement of the person with
dementia.
Activity What is active/empathic listening and how can it be used to help care for
people with dementia?
Empathetic listening can be defined as a method to understand a person by
paying attention to the other person’s emotional identification, feeling,
compassion, and his insight. It can be used in -
 Building trust, respect, and self-esteem.
 It helps in reducing the tensions of the victims.

Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to gain cooperation and provide
reassurance as appropriate by using reality orientation.
Activity Create a plan for reality orientation session. Detail what skills it aims to
develop and who needs to be involved, as well as materials required.
A reality orientation session is a program that is designed to bring an
improvement in the psychomotor and cognitive functions in a person who is
majorly confused and disoriented. The person who is involved in this session are
the individuals who are in their early stage of dementia and the main aim of
this program is to bring an improvement in their cognitive functioning. This will
be conducted by talking about the orientation and utilizing the name of the
person more often who is suffering from dementia. Putting signs and labels on
the cupboards and doors. Also, by asking more questions the victims’ life will
help. For this the carers, should have all the information about the clients, other
resources that will be required are photos, clocks, calendars, and many different
items, related to the victim (Leggett, Zarit and Taylor, 2009).

Activity 2C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to use a range of validation strategies to
relieve distress and agitation in the person.
Activity Write a role play for validation therapy between a dementia patient and a
carer (different to the one outlined in the unit).
Me: Does this happen to you every day?
Woman- Yes, it happens with me every day.
Me: are there any mornings when it does not happen to you?
Woman: sometimes, when the nice lady comes to visit me during the night and
asks me if I want to go to the washroom. I am getting old and due to this,
sometimes I have problems with my pee-pee.
In this I understood, the women was ashamed of telling the truth and
thus empathizing with her feelings and staying away from the truth, helped in
performing the validation therapy in a better manner, and thus, she finally
revealed the truth.

Activity 3A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to organise activities which aim to
maintain independence, using familiar routines and existing skills.
Activity 1. Create a list of ten suitable activities for someone who has limited
mobility, dementia and lives in a residential care home.
The ten activities are-
 Bake or cook.
 The person should do crafts and arts.
 Play slow music.
 Gardening.
 Reading different books
 Watching old family videos.
 Solve a puzzle.
 Watching comic and romantic movies. Can be inspirational too.
 Cleaning in the house.
 Sewing or knitting
2. List at least two activities that can be used to bring back pleasurable
memories to a client.
The two activities that will help in bringing back the pleasurable activities are-
 The first activity is cooking or baking. For example, favorite dish
as a kid.
 The second activity is through an old video in which he is
surrounded by all his close ones.

Activity 3B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to ensure the safety and comfort of the
person balanced with autonomy and risk taking.
Activity What are some of the common risks associated with dementia patients?
Some of the common risks associated with the dementia patients are-
 Cardiovascular diseases
 Diabetes (Mittelman, 2011).
 Depression
 Sleep Problems

Activity 3C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to access information about the person’s
reminiscences and routines with family and carers.
Activity What information can you gather from family carers and significant others to
help meet the care needs of dementia patients?
The information that will help-
 The information about the likes and dislikes of the individual.
 About the mood swings that the individual has during a day.
 About the incidents that are responsible for the present condition of
the individual.
 About the strengths and weaknesses of the individual

Activity 3D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to provide support and guidance to
family, carers and/or significant others where appropriate.
Activity 1. What kinds of problems can affect carers, family or significant others?
The problems that can affect the family, friends, and near ones are-
 Anger and frustration
 Depression (Pot, 2010).
2. How can you help to address these?
These problems can be addressed only through maintaining a positive
environment at homes, also the family members should regularly consult the
carer. The carer not only empathizes with them, but also provides them with a
hope by informing them about the progress which the patient has made till
now.

Activity 1A to 3D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature
Activity 4A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to implement strategies which minimise
the impact of behaviours of concern.
Activity 1. What behaviours are of a concern for those with dementia?
Some of the problems are-
 Sleeping problems
 Repetitive behavior
 Hoarding problems
 Wandering issues.
 Sundowning issues.
2. What situations can be responsible for behaviours of concern?
All these issues can emerge if the person suffering from dementia has been
disrespected or they have been cheated by a closed one or any other act that
has hurt their emotions and feelings. Due to this reason, the person may suffer
from a behavior change further resulting in all these problems.
3. How should you not react to behaviour of concern?
In such a circumstance, the people who are close to him should not initially
react to this change in behavior. They should talk to the carer first and from the
advice provided by him the appropriate measures should be taken. Also, after
that, the family and friends should peacefully talk to the individual to know his
side of the story but only after taking the carer consent (Russo et al., 2015).

Activity 4B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to contribute to team discussions on
support planning and review.
Activity What types of matters might you discuss at a team discussion for someone
with dementia? Create a draft agenda for such a meeting.
The agenda draft for a meeting on dementia is-
 5 minutes – welcoming.
 10 minutes – discussing the cases that will be discussed
and picking up a particular case.
 45 minutes – addressing his new issues related to
behavior change, his anger, frustration, depression, and
his decreasing interaction with the family members.
 60 minutes – searching for the solutions from the
earlier cases and the lesson learned in the earlier
meeting and then finalizing the solutions for the
patient.
 10 minutes – the meeting is concluded after stating the
final thoughts and deciding the next date for the
meeting.

Activity 4C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to take action to minimise the likelihood
of and reduce the impact of behaviours on the person and others.
Activity Outline five psychosocial strategies and their methodology.
Some of the psychological strategies are-
 Assessment – the carer should create an effective
questionnaire that should cover various question from
the individual’s childhood till today, making him display
his different emotions and this will help in treating the
client in a better way.
 Supporter – make the individual feel that you support
him, by taking immense care of him and this will help in
improving the quality of life of the individual.
 Depression tackler – the carer should tackle depression
in the most sensitive and inspiring manner that is
reminding the individual about his strengths and asking
him to create a new thing.
 Anxiety reduction – the carer has to reduce the level of

anxiety in a person and for this, the carer has to engage
the carer in daily activities that make him feel valued
and important (Scerri, Abela and Innes, 2009).
Meditating – the individual should be forced to do meditation regularly.
Activity 4D
Estimated
Time
15 Minutes

Objective To provide you with an opportunity to evaluate implemented strategies with
support planning team to ensure effectiveness in minimising behaviours.
Activity 1. In an event sample observation, what information should you record?
The information that should be recorded is about the different new issues that
are increasing in the people suffering from dementia and the solution to it.
2. What is the ABC method for analysing behaviour?
The ABC method of analyzing behavior means antecedents-behavior-
consequences. It means that-
 Antecedents – it analyzes that what happened
before the behavior.
 Behavior – it analyses the current and the
actual behavior.
 Consequences – it analyses, what has
happened afterward or can happen in the
future.

Activity 5A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to comply with the organisation’s
reporting requirements, including reporting observations to supervisor.
Activity What are your organisation’s reporting requirements for both written and
verbal reports?
The various requirements for our organization written and verbal reports
include a detailed information about the patient, covering all the information
related to his age, when it started, the initial symptoms, the change in the
behaviour and the speed of changes, the current development or degradation,
and the diseases which the patient is suffering from. Also, verbally the parents
or the near ones of the patient should inform about his daily routines, his like
and dislikes, and his strengths and weaknesses.

Activity 5B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to complete, maintain and store
documentation according to organisation policy and protocols.
Activity 1. How can you complete and maintain documentation?
The complete documentation will be done through a form which will require the
information in advance about the patient that has to be fulfilled online, so that
the information can be maintained in an easy manner.
2. How can you make records identifiable?
All the information collected will be divided into various categories from
personal, professional, financial, the main cause, the health issues, and many
other sub-categories.

Activity 6A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to monitor own stress level in relation to
working with people with dementia.
Activity What are the ten signs of stress in caregivers and how can you manage them?
 Denial.
 Anger.
 Social withdrawal.
 Anxiety
 Depression
 Exhaustion
 Sleeplessness
 Irritability
 Lack of concentration
 Health problems

Activity 6B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to use appropriate self care strategies
and seek support if required.
Activity What self-care strategies could you employ to minimise the development of
stress and manage any that surfaces?
The following self-care strategies can be used –
 Meditation – letting go of all the stressful thoughts
will help in reducing the emerging issues of
problems (Werner and AboJabel, 2018).
 Muscle relaxation – physical and mental relaxation,
goes hand in hand. The carer should regularly do
stretching for realizing all the negative energy from
the body.

Activity 3A to 6B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:

Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,
knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance
evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.

Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
o
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
All answers will vary depending on the learner and the organisation they work for but the learner
should be able to answer each question competently.
1. Write a short essay on the latest major findings of dementia research.
According to latest development, this has been found that drawing is a better method for memory
retention, than writing notes.
2. List all of the different manifestations of dementia.
 Cognitive: mental decline and memory loss.
 Behavioral: restless, irritability, and getting lost.
 Mood: nervousness, loneliness, and anxiety.
 Psychological: hallucination and depression.
 Muscular: unsteady walking and proper alignment.
 Some more: sleep disorder.
3. Describe dementia as a progressive neurological condition and the pathological features of
amyloid plaques, neurofibrillary tangles and the loss of connection between cells and cell
death.
Dementia is a progressive neurological condition due to the mini-strokes that happen in the brain. It
is also pathological features of amyloid plaques as it destroys the connection with the nerve cells.
Thus, this leads to loss of connection between the cells and cell death.
4. What are the common indicators and symptoms of dementia?
Dementia symptom are anxiety, restlessness, sleep disorder, mood swings, hallucinations, memory
loss, nervousness, uneven walking, and depression.
5. Explain the different behaviours of concern.
The different behaviors of concern are anger, anxiety, confusion, frustration, sleeplessness, uneven
mood change, and depression.
6. What kind of impact can the disease have on the patient and their family?
The patient can have a memory loss and this will ultimately result in hallucination. The patient tends
to hurt themselves due to the growing frustration and anger inside him. Also, the family members of
the patient may also suffer from depression, anxiety, sleeplessness and a huge behavioral and
personality change.
7. What are the principles of person-centred support?
The principles of person-centred approach are –
 The planning of the person-centred has to be conducted with a key focus on the
individual’s life, giving a huge focus on the person’s future wishes.

 The person-centred support has to be conducted in a congruent manner. The carer
has to be genuine with the client.
 There is a requirement for an immense and unconditional positive support..
 Empathy is the most important principle for person centred support.
8. What are some activities that enhance a person’s self-esteem and help to bring pleasure to a
patient’s life?
The activities like asking the patient about his opinion on random and important things and
appreciating his opinion will help in increasing their self-esteem. Rewarding them from time to time
to make them feel valued will help in uplifting their self-esteem.
9. Explain the need for and list the different types of verbal and non-verbal communications
strategies.
Verbal communication strategies –
 Refer the patients with their names.
 Be clear in communicating.
 Speaking with a lot of warmth and positivity.
 Talk to them as an individual, do not treat them as a child.
Non-verbal communication strategies -
 Maintaining a constant eye contact.
 Carer should have a pleasant expression.
 Exhibit expressions that are genuine and will make him believe that you are focusing on each
word they say.
 A physical touch like a hug, or holding the hand, is very crucial.

Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
Where applicable, a signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
 Provided support to 2 different people living with dementia:
o using a person-centred approach to support
o using appropriate communication strategies
o assisting in implementing a range of suitable activities that meet the person’s needs
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but the
learner should be able to demonstrate their competency in the unit requirements.
1. Explain in 2 scenarios how will you provide support for TWO different people living with
dementia in a residential home setting.
 The learner must implement a person-centred approach to support throughout both
sessions with each person.
 The learner needs to use appropriate communication strategies for each patient. As each
person is different, a tailored communication approach will be required.
 The learner should also assist the care team in implementing a range of suitable activities
for each patient. All activities will meet the person’s unique needs.
The first scenario is about a woman I her early twenties. She has been struggling with
dementia when she was of the age eight. She has extreme mood swings and she feels like she is
in a black tunnel. I asked her to narrate me her one wish. She said she would like to be like other
girls and want that people around her treat her normally. I listened to her complete wish and
then asked the parents to give her the space and make her feel like an adult. I did not treat her
like a child, I talked to her like a young lady who wants something in life. My eyes were in
constant contact with her and wiped her tears to console her. She said she felt normal to me.
In the second scenario, a woman who is of the age 60 and has a family consisting of children
and grandchildren. I asked her to narrate me her plans about the weekend. She replied, not in my
room alone and with the kids and grandkids. I identified that she is mostly in her room. So, I
called her grandkids and asked her to narrate a story to them. She felt valued and she has an
experience of a good quality life.

Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the
competency of the learner?
Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the
activity?
Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s
performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature

Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove
their competency across the entire unit?
Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

References
Brooker, D. (2007). What is person-centred care in dementia?. Reviews in Clinical
Gerontology, 13(03), pp.215-222.
Gitlin, L. (2012). Interventions to promote well-being for people with dementia and their
family caregivers. Alzheimer's & Dementia, 8(4), pp.P229-P230.
Leggett, A., Zarit, S. and Taylor, A. (2009). Burden among caregivers in lewy body
dementia. Alzheimer's & Dementia, 5(4), p.P231.
Mittelman, M. (2011). Supporting Caregivers. Alzheimer's & Dementia, 7(4), p.e1.
Pot, A. (2010). Mastery over dementia: An internet intervention for family caregivers of
people with dementia. Alzheimer's & Dementia, 6(4), p.S90.
Russo, C., Wallace, A., Lathan, C. and Doraiswamy, M. (2015). Cognition of dementia
caregivers. Alzheimer's & Dementia, 11(7), p.P704.
Scerri, C., Abela, S. and Innes, A. (2009). Dementia in Malta: Experiences of dementia
patients and their caregivers. Alzheimer's & Dementia, 5(4), p.P234.
Werner, P. and AboJabel, H. (2018). Can drawings help assessing dementia caregivers'
burden? A preliminary study. Dementia, 1(1), p.147130121878250.