; Unit 16-Psychological Effects of Aging
Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Unit 16-Psychological Effects of Aging

VIEWS: 13 PAGES: 128

  • pg 1
									            Unit 16
Psychological Effects
     of Aging
    Nurse Aide I Course




     DHSR Approved Curriculum-Unit 16   1
  Psychological Effects Of Aging
      This unit deals with the feelings,
emotional stress and psychological
adjustments that are part of the aging
process.
      It explores the physical and
psychosocial needs of residents, and
teaches the skills that the nurse aide
will need to develop to provide
understanding and compassionate
care.
            DHSR Approved Curriculum-Unit 16   2
  Psychological Effects Of Aging
               (continued)
     Other topics covered include:
age appropriate behavior, sexuality,
reality orientation, dementia,
Alzheimer’s disease, confusion and
developmental disabilities.




           DHSR Approved Curriculum-Unit 16   3
DHSR Approved Curriculum-Unit 16   4
16.0 Discuss ways to meet the
     resident’s basic human needs
     for life and mental well-being.



           DHSR Approved Curriculum-Unit 16   5
   Physical Needs For Survival And
            Care To Be Given
• Oxygen
  –elevate head of bed
  –assist to sit up in chair
  –report to supervisor if
    resident is cyanotic or
    short of breath
  –assist with breathing
    exercises
            DHSR Approved Curriculum-Unit 16   6
 Physical Needs For Survival And
        Care To Be Given
                (continued)
• Food
  –Feed residents unable to feed
   themselves




            DHSR Approved Curriculum-Unit 16   7
 Physical Needs For Survival And
        Care To Be Given
               (continued)
• Food
  –Serve food
    • with proper temperature
    • in friendly manner
    • in pleasant environment
    • in appropriate amounts
  –Make sure dentures are in place
           DHSR Approved Curriculum-Unit 16   8
 Physical Needs For Survival And
        Care To Be Given
                (continued)
• Water
  –make available within
   resident’s reach
  –provide fresh water at
   periodic intervals



            DHSR Approved Curriculum-Unit 16   9
 Physical Needs For Survival And
        Care To Be Given
                (continued)
• Shelter
  –provide for warmth with
   extra blankets
  –be sure residents are
   dressed properly
  –avoid drafts or drafty
   areas
            DHSR Approved Curriculum-Unit 16   10
 Physical Needs For Survival And
        Care To Be Given
               (continued)
• Sleep
  –Minimize noise and lights during
    hours of sleep
  –Give back rub to relax resident




           DHSR Approved Curriculum-Unit 16   11
 Physical Needs For Survival And
        Care To Be Given
               (continued)
• Sleep (continued)
  –Report complaints of pain to
    supervisor
  –Listen to concerns or worries the
    resident may wish to express
  –Leave night light on in the
    resident’s room, if requested
           DHSR Approved Curriculum-Unit 16   12
 Physical Needs For Survival And
        Care To Be Given
               (continued)
• Elimination
  –Assist to bathroom as
    needed
  –Provide bedpan and/or
    urinal
  –Provide for privacy

           DHSR Approved Curriculum-Unit 16   13
  Physical Needs For Survival And
         Care To Be Given
                 (continued)
• Elimination (continued)
  –Change soiled linen
    immediately
  –Following routine for
    bowel and bladder
    retraining as directed

             DHSR Approved Curriculum-Unit 16   14
 Physical Needs For Survival And
        Care To Be Given
               (continued)
• Activity
  –ROM exercises as
   directed
  –Turn and reposition
   at least every two
   hours


           DHSR Approved Curriculum-Unit 16   15
  Physical Needs For Survival And
         Care To Be Given
                 (continued)
• Activity
  –Assist with activity as
   directed
  –Encourage movement
  –Encourage interesting
   recreational activities

             DHSR Approved Curriculum-Unit 16   16
     Safety And Security Needs
• Provide for warmth
• Establish familiar surroundings
  –explain procedures
  –talk about “their” room
  –keep your promises
  –provide a safe environment
  –promote use of personal
    belongings
            DHSR Approved Curriculum-Unit 16   17
     Safety and Security Needs
                (continued)
• Maintain order and follow routines,
  assisting resident to participate in
  establishing routine as often as
  possible




            DHSR Approved Curriculum-Unit 16   18
     Safety and Security Needs
                (continued)
• Assist to reduce fear and anxiety
  –listen to resident’s worries and
    report to supervisor
  –ease concerns when possible
  –check on residents frequently
• Avoid rushing and assist resident in
  gentle manner

            DHSR Approved Curriculum-Unit 16   19
    Love and Affection Needs
• Friendship
• Social Acceptance
• Closeness
• Meaningful
  relationships with
  others
• Love
• Sexuality
           DHSR Approved Curriculum-Unit 16   20
     Love and Affection Needs
               (continued)
• Belonging
  –Need met by family/support
   system
  –Friends may meet this need




           DHSR Approved Curriculum-Unit 16   21
     Love and Affection Needs
                (continued)
The nursing staff as family:
• take time to greet residents when
  you see them
• sit and visit for a few minutes when
  time allows
• show interest in residents

            DHSR Approved Curriculum-Unit 16   22
     Love and Affection Needs
                (continued)
The nursing staff as family (continued):
• display human warmth with a gentle
  touch
• show acceptance of an individual for
  his or her unique qualities
• provide care in a kind, friendly,
  considerate manner
            DHSR Approved Curriculum-Unit 16   23
         Self-Esteem Needs
• Value, worth or opinion of oneself
• Seeing oneself as useful
• Being well thought of by others




            DHSR Approved Curriculum-Unit 16   24
        Self-Esteem Needs
               (continued)
• Nurse aide’s responsibilities
  –call resident by proper name
  –praise accomplishments
  –discuss current issues
  –request resident’s opinion
  –show respect and approval

           DHSR Approved Curriculum-Unit 16   25
    Need for Self-Actualization
  (experiencing one’s potential)

• Cannot occur until all
  other needs are met
• A feeling that a
  person is what one
  wants to be
• Rarely is this need
  totally met
            DHSR Approved Curriculum-Unit 16   26
     Need for Self-Actualization
   (experiencing one’s potential)
                (continued)
• Ways to help residents to meet this
  need:
  – assist to participate in meaningful
    activities
  – assist to dress and help with
    grooming
  – encourage independence
  – encourage socialization
            DHSR Approved Curriculum-Unit 16   27
     Need for Self-Actualization
   (experiencing one’s potential)
                (continued)
• Ways to help residents to meet this
  need (continued):
  – share goals with residents and
    praise their success or
    accomplishments
  – know what resident has
    accomplished in his/her lifetime
    and talk about these things
            DHSR Approved Curriculum-Unit 16   28
           Spiritual Needs

• Residents have the right
  to worship and express
  their faith freely.




            DHSR Approved Curriculum-Unit 16   29
           Spiritual Needs
                (continued)
• Guidelines for the nurse aide:
  –respect resident’s beliefs
  –respect resident’s religious
   objects
  –inform residents of the time
   and place for religious
   services
            DHSR Approved Curriculum-Unit 16   30
           Spiritual Needs
                (continued)
• Guidelines for the nurse aide
  (continued):
   –assist resident to attend
    religious services
   –provide privacy for members
    of the clergy and residents
   –welcome members of the
    clergy
            DHSR Approved Curriculum-Unit 16   31
DHSR Approved Curriculum-Unit 16   32
16.1 Identify eight defense
     mechanisms that could be used
     by a resident in response to
     stress.


          DHSR Approved Curriculum-Unit 16   33
        Coping Mechanisms
• Established early in life as part of
  personality
• List of defense mechanisms
  (unconscious behaviors)
   – Projection - blaming others
   – Rationalization - false reason for
     situation

            DHSR Approved Curriculum-Unit 16   34
       Coping Mechanisms
           (continued)
• List of defense mechanisms
  (unconscious behaviors) (continued)
   – Denial - pretending a problem
     doesn’t exist
   – Compensation - making up for a
     situation in some other way


           DHSR Approved Curriculum-Unit 16   35
        Coping Mechanisms
                (continued)
• List of defense mechanisms
  (unconscious behaviors) (continued)
   –Displacement - transferring
    feelings about one person to
    another person
   –Daydreaming - escape from
    reality

            DHSR Approved Curriculum-Unit 16   36
        Coping Mechanisms
                (continued)
• List of defense mechanisms
  (unconscious behaviors) (continued)
   –Identification - idolizing another
    and trying to copy him/her
   –Sublimation - redirecting feelings
    to constructive activity


            DHSR Approved Curriculum-Unit 16   37
DHSR Approved Curriculum-Unit 16   38
16.2 Recognize how age, illness and
     disability affect sexuality.




           DHSR Approved Curriculum-Unit 16   39
              Sexuality
• Expressed by individuals of all ages
• A way to show feminine or
  masculine qualities
  –Clothing styles and colors
  –Hairstyles
  –Hobbies and interests
  –Sexual habits (continue into
    old age)
  –Gestures
            DHSR Approved Curriculum-Unit 16   40
                 Sexuality
                 (continued)

• May be expressed by:
   –Sexual intercourse
   –Caressing, touching,
    holding hands
   –Masturbation
• Is a right of all residents
  to experience
             DHSR Approved Curriculum-Unit 16   41
Guidelines For The Nurse Aide In
Dealing With Resident Sexuality

• Assist to maintain
  sexual identity by
  dressing residents in
  clothing appropriate
  for men or women
• Assist with personal
  hygiene
            DHSR Approved Curriculum-Unit 16   42
 Guidelines For The Nurse Aide In
 Dealing With Resident Sexuality
                (continued)
• Assist to prepare for special
  activities by “dressing up”
  –selecting attractive clothing
  –fixing hair in a special way
  –applying cosmetics
  –wearing a special perfume
    or aftershave
            DHSR Approved Curriculum-Unit 16   43
 Guidelines For The Nurse Aide In
 Dealing With Resident Sexuality
                (continued)
• Help to develop a positive self-image
• Show acceptance and understanding
  for resident’s expression of love or
  sexuality
   –provide privacy
   –always knock prior to entering a
    room at any time
   –assure privacy when requested
            DHSR Approved Curriculum-Unit 16   44
Guidelines For The Nurse Aide In
Dealing With Resident Sexuality
               (continued)
• Never expose the resident
• Accept the resident’s sexual
  relationships




           DHSR Approved Curriculum-Unit 16   45
Guidelines For The Nurse Aide In
Dealing With Resident Sexuality
                (continued)
• Provide protection for the non-
  consenting resident
• Be firm but gentle in your rejection
  of a resident’s sexual advances



            DHSR Approved Curriculum-Unit 16   46
   Possible Effects Of Injury Or
      Illness On Sexuality
• Disfiguring surgery may
  cause a person to feel:
  –unattractive and ugly to
    others
  –mutilated and deformed
  –unworthy of love or
    affection
           DHSR Approved Curriculum-Unit 16   47
   Possible Effects Of Injury Or
      Illness On Sexuality
               (continued)
• Chronic illness and
  certain medications
  can affect sexual
  functioning




           DHSR Approved Curriculum-Unit 16   48
   Possible Effects Of Injury Or
      Illness On Sexuality
               (continued)
• Disorders that cause impotence
  –diabetes mellitus
  –spinal cord injuries
  –multiple sclerosis
  –alcoholism


           DHSR Approved Curriculum-Unit 16   49
     Possible Effects Of Injury Or
        Illness On Sexuality
                 (continued)
• Surgery can have both physical and/or
  psychological effects
  –removal of prostate or testes
  –amputation of a limb
  –removal of uterus
  –removal of ovaries
  –removal of a breast
  –colostomy
  –ileostomy
             DHSR Approved Curriculum-Unit 16   50
    Possible Effects Of Injury Or
       Illness On Sexuality
                 (continued)
• Disorders affecting the ability to
  have sex:
   – stroke
   – nervous system disorders
   – heart disease


             DHSR Approved Curriculum-Unit 16   51
   Possible Effects Of Injury Or
      Illness On Sexuality
                (continued)
• Disorders affecting the ability to
  have sex:
  –chronic obstructive
   pulmonary disease
  –circulatory disorders
  –arthritis or conditions
   affecting mobility/
   flexibility
            DHSR Approved Curriculum-Unit 16   52
DHSR Approved Curriculum-Unit 16   53
16.3 Identify developmental tasks
     associated with aging.




           DHSR Approved Curriculum-Unit 16   54
 Developmental Tasks Of Aging

• Adjustment to:
  –retirement
  –reduced income
  –death of friends
  –death of spouse
  –physical changes
  –loss of independence
          DHSR Approved Curriculum-Unit 16   55
  Developmental Tasks Of Aging
               (continued)
• Creating new friendships
  and relationships
• Loss of vitality
• Integrating life
  experiences
• Preparation for death

           DHSR Approved Curriculum-Unit 16   56
DHSR Approved Curriculum-Unit 16   57
16.4 Identify symptoms of
     depression and define the
     nurse aide’s role in caring for a
     depressed resident.


            DHSR Approved Curriculum-Unit 16   58
            Depression
• Reasons for depression
  –Loss of independence
  –Death of spouse or friend
  –Loss of job or home
  –Decreased memory
  –Terminal illness


           DHSR Approved Curriculum-Unit 16   59
Common Signs And Symptoms Of
         Depression

• Change in sleep pattern
• Loss of appetite and
  weight loss
• Crying, withdrawal from
  activities, appearing
  sad

           DHSR Approved Curriculum-Unit 16   60
     Nurse Aide’s Role In Caring For
        The Depressed Resident
•   Listen to feelings
•   Encourage to reminisce
•   Involve in activities
•   Encourage friends and family to visit
•   Report changes in eating,
    elimination or sleeping patterns

               DHSR Approved Curriculum-Unit 16   61
 Nurse Aide’s Role In Caring For
    The Depressed Resident
               (continued)
• Avoid pitying the resident
• Help to focus on reality
• Monitor eating and
  drinking
• Promote self-esteem
• Report observations to
  supervisor
            DHSR Approved Curriculum-Unit 16   62
DHSR Approved Curriculum-Unit 16   63
16.5 Identify the issues to be
     considered when elderly are
     unable to provide for their own
     needs in their own homes.


           DHSR Approved Curriculum-Unit 16   64
     Issues Involving Care Of
           The Elderly
• Amount of care needed
• Cost
• Nutritional needs
• Relationship with family/support
  system
• Location of family/support system
• Medical care needs
           DHSR Approved Curriculum-Unit 16   65
      Issues Involving Care Of
            The Elderly
               (continued)
• The elderly person may experience:
  –Living with a group of people
  –Less independence
  –Structured lifestyle
  –Less privacy
  –Difficulty adapting to change
           DHSR Approved Curriculum-Unit 16   66
       Issues Involving Care Of
             The Elderly
                 (continued)
• Decision made by
  individual or family for
  long-term care may
  cause stress




             DHSR Approved Curriculum-Unit 16   67
DHSR Approved Curriculum-Unit 16   68
16.6 Utilize the resident’s family or
     established support system as
     a source of emotional support.



            DHSR Approved Curriculum-Unit 16   69
 Emotional Support for Residents

• Family/support system meets
  needs for:
  –Safety
  –Security
  –Love
  –Belonging
  –Esteem
          DHSR Approved Curriculum-Unit 16   70
 Emotional Support for Residents
               (continued)
• Family/support system provides:
  –Comfort
  –Support
  –Relief from loneliness
  –Contact with familiar
   people and things
  –Mental stimulation
  –Reasons to live
           DHSR Approved Curriculum-Unit 16   71
      Ways To Promote Family
           Involvement
• Include in care conferences
• Encourage to do some or
  all of personal grooming
• Provide outside picnic
  areas, playground
  equipment, gardens


            DHSR Approved Curriculum-Unit 16   72
      Ways To Promote Family
           Involvement
                 (continued)
• Provide area for family/support
  system parties
• Invite families to scheduled activities
• Encourage to assist with feeding if
  appropriate


             DHSR Approved Curriculum-Unit 16   73
     Ways To Promote Family
          Involvement
                (continued)
• Encourage to bring
  special foods or
  beverages for
  resident if allowed
• Encourage time
  together

            DHSR Approved Curriculum-Unit 16   74
 Responsibilities of the Nurse Aide
 when Dealing with Family/Support
        System Members
• Greet the family/support system
• Address family members by name
• Make family and friends feel
  welcome
• Provide for privacy
• Keep lines of communication open
            DHSR Approved Curriculum-Unit 16   75
 Responsibilities of the Nurse Aide
 when Dealing with Family/Support
        System Members
                (continued)
• Understand that family and friends
  will do or say things to try and
  please the resident
• Use tact in dealing with family
  complaints and requests that you
  cannot honor
            DHSR Approved Curriculum-Unit 16   76
 Responsibilities of the Nurse Aide
 when Dealing with Family/Support
        System Members
                 (continued)
• Assist families to understand the
  facility and how it works
• Provide explanations for family
  questions or report to supervisor to
  assist the family with questions

             DHSR Approved Curriculum-Unit 16   77
 Responsibilities of the Nurse Aide
 when Dealing with Family/Support
        System Members
                (continued)
• Reassure family as they cope with
  resident’s actions, problems and
  concerns




            DHSR Approved Curriculum-Unit 16   78
DHSR Approved Curriculum-Unit 16   79
16.7 Identify the symptoms
     displayed by residents with
     dementia.



           DHSR Approved Curriculum-Unit 16   80
  Dementia (Group Of Symptoms)


• Defined as a
  progressive loss of
  mental functioning




             DHSR Approved Curriculum-Unit 16   81
  Dementia (Group Of Symptoms)
                (continued)
• Two categories of dementia
  –1st Category: Primary
    • No known cause
    • Irreversible
    • May be treated but not
      completely cured

            DHSR Approved Curriculum-Unit 16   82
  Dementia (Group Of Symptoms)
                (continued)
• Two categories of dementia
  –1st Category: Primary
    • Examples of diseases causing
      dementia
       –Alzheimer’s disease
       –Parkinson’s disease
       –Huntington’s Chorea (genetic)
            DHSR Approved Curriculum-Unit 16   83
  Dementia (Group Of Symptoms)
                (continued)

• Two categories of dementia
   –2nd Category: Secondary
     • Usually has known cause
     • Treatable
     • Reversible to some degree



            DHSR Approved Curriculum-Unit 16   84
  Dementia (Group Of Symptoms)
                (continued)
• Two categories of dementia
   –2nd Category: Secondary
     • Examples of secondary causes of
       dementia
        – depression
        – minor stroke
        – thyroid dysfunction
        – medication induced
            DHSR Approved Curriculum-Unit 16   85
        Symptoms Of Dementia
•   Confusion
•   Inability to reason accurately
•   Recent memory loss
•   Detailed long-term memory
•   Repetitious speech
•   Self-centered behavior
•   Agitation
•   Disorientation
•   Confabulation
              DHSR Approved Curriculum-Unit 16   86
DHSR Approved Curriculum-Unit 16   87
16.8 Review the psychosocial
     characteristics and care needs
     of a person with Alzheimer’s
     disease.


           DHSR Approved Curriculum-Unit 16   88
        Alzheimer’s Disease
• Defined as a progressive, 3-stage,
  incurable disease that involves
  changes in brain tissue
• Responsible for about half of the
  dementia seen
• Symptoms usually occur in people
  50-69 years of age

            DHSR Approved Curriculum-Unit 16   89
       Alzheimer’s Disease
               (continued)
• Affects more women than men
• Always ends in death 3-15 years
  after symptoms begin




           DHSR Approved Curriculum-Unit 16   90
          Alzheimer’s Disease:
          Signs And Symptoms
•   Irreversible loss of memory
•   Speech and writing difficulties
•   Disorientation
•   Difficulty walking
     –loss of balance
     –short steps
     –spatial disorientation
              DHSR Approved Curriculum-Unit 16   91
      Alzheimer’s Disease:
      Signs And Symptoms
               (continued)
• Deterioration of mental functions
  –Unable to make decisions
  –Loss of ability to make judgments
  –Changes in behavior
    • restless
    • angry
    • depressed
    • irritable
           DHSR Approved Curriculum-Unit 16   92
      Alzheimer’s Disease:
      Signs And Symptoms
               (continued)

• Possible seizures
• Coma and death




           DHSR Approved Curriculum-Unit 16   93
       Alzheimer’s Disease:
      Considerations For Care
• Assist to be as active as
  possible
• Encourage in activities
  of daily living
• Orient to reality
• Protect from injury


            DHSR Approved Curriculum-Unit 16   94
      Alzheimer’s Disease:
     Considerations For Care
                (continued)
• Maintain calm,
  consistent
  environment
• Complete ADL at the
  same time each day
• Use reality orientation


            DHSR Approved Curriculum-Unit 16   95
       Alzheimer’s Disease:
      Considerations For Care
                (continued)
• Same caregivers
  assigned to resident
• Involve in simple,
  limited activities
• Follow routines
• Treat with patience and
  compassion
            DHSR Approved Curriculum-Unit 16   96
       Alzheimer’s Disease:
      Considerations For Care
                (continued)

• Support family
• Communicate with
  simple phrases
• Don’t pose questions
  or ask to make
  choices

            DHSR Approved Curriculum-Unit 16   97
DHSR Approved Curriculum-Unit 16   98
16.9 Discuss disorders that cause
     confusion for residents.




           DHSR Approved Curriculum-Unit 16   99
              Confusion
• Symptom or side effect of many
  disorders
• Disorders causing confusion
  –Stroke
  –Arteriosclerosis
  –Dementia
  –Alzheimer’s Disease
  –Huntington’s Chorea
           DHSR Approved Curriculum-Unit 16   100
              Confusion
               (continued)
• Other Causes
  –Drug reactions
  –Depression
  –Environmental changes
  –Vision and/or hearing loss
  –Dehydration
  –Poor nutrition
  –Decreased oxygen levels in blood
  –Head injury
           DHSR Approved Curriculum-Unit 16   101
              Confusion
               (continued)

• Condition can be
  permanent or
  temporary




           DHSR Approved Curriculum-Unit 16   102
        Reality Orientation Used
              For Confusion
• Includes:
   – Facing resident and
     speaking clearly and
     slowly
   – Greeting the resident by
     name with each interaction
   – Identifying yourself with
     each interaction
            DHSR Approved Curriculum-Unit 16   103
       Reality Orientation Used
            For Confusion
                 (continued)
• Includes:
   – Explaining care in simple
     terms prior to giving care
   – Frequently orienting the
     resident to the day,
     month, date, and time
   – Giving short, simple
     instructions
             DHSR Approved Curriculum-Unit 16   104
      Reality Orientation Used
           For Confusion
                (continued)
• Includes:
   – Encouraging residents
     to wear glasses or
     hearing aides
   – Communicating with
     touch and clear and
     simple comments and
     questions
            DHSR Approved Curriculum-Unit 16   105
      Reality Orientation Used
           For Confusion
                (continued)
• Includes:
   – Encouraging use of
     radio, television,
     newspapers, and
     magazines
   – Maintaining resident’s
     routine
            DHSR Approved Curriculum-Unit 16   106
       Reality Orientation Used
            For Confusion
                 (continued)
• Includes:
   – Giving only one
     direction at a time
   – Keeping the
     environment calm
     and relaxed


             DHSR Approved Curriculum-Unit 16   107
      Reality Orientation Used
           For Confusion
                 (continued)
• Includes:
   – Providing clocks,
     calendars and bulletin
     boards to remind
     residents of time and
     activities
   – Discussing current topics
             DHSR Approved Curriculum-Unit 16   108
      Reality Orientation Used
           For Confusion
                 (continued)
• Includes:
   – Reminiscing
   – Showing resident
     self-image in mirror
   – Providing recreational
     activities which
     reinforce reality
     orientation
             DHSR Approved Curriculum-Unit 16   109
      Reality Orientation Used
           For Confusion
                 (continued)
• Includes:
   – Dressing residents
     during the day and
     assisting them to stay
     on a day-night
     schedule


             DHSR Approved Curriculum-Unit 16   110
DHSR Approved Curriculum-Unit 16   111
16.10 Identify basic skills the nurse
      aide will need to use when
      caring for residents with
      developmental disabilities.


            DHSR Approved Curriculum-Unit 16   112
    Developmental Disabilities

• Diagnoses
  –Mental retardation
  –Cerebral palsy




           DHSR Approved Curriculum-Unit 16   113
    Developmental Disabilities
               (continued)
• Guidelines for Care
  –Treat the individual with respect
   and dignity
  –Encourage residents to:
    • make personal choices
    • do as much as possible for
      themselves

           DHSR Approved Curriculum-Unit 16   114
    Developmental Disabilities
               (continued)
• Guidelines for Care (continued)
  –Encourage residents to:
    • use age appropriate personal
      skills
    • achieve their potential
    • interact with others


           DHSR Approved Curriculum-Unit 16   115
    Developmental Disabilities
• Guidelines for Care
  –Do not:
    • act as resident’s parent
    • create dependency
    • label or categorize residents
  –Do provide privacy
  –Do build resident’s self-esteem

           DHSR Approved Curriculum-Unit 16   116
DHSR Approved Curriculum-Unit 16   117
16.11 Identify ways to assist
      residents with cognitive
      impairments.



           DHSR Approved Curriculum-Unit 16   118
     Ways To Assist Stressed
           Residents
• Listen to concerns
• Observe and report
  nonverbal messages
• Treat with dignity and
  respect
• Attempt to understand
  behavior

           DHSR Approved Curriculum-Unit 16   119
     Ways To Assist Stressed
           Residents
               (continued)
• Be honest and trustworthy
• Never argue with
  residents
• Attempt to locate source
  of stress
• Support efforts to deal
  with stress
           DHSR Approved Curriculum-Unit 16   120
    Ways To Assist Demanding
           Residents
• Attempt to discover
  factors responsible for
  behavior
• Display a caring attitude
• Listen to verbal and
  nonverbal messages
• Give consistent care

            DHSR Approved Curriculum-Unit 16   121
   Ways To Assist Demanding
          Residents
               (continued)
• Spend some time with
  the resident
• Agree to return to see
  the resident at a
  specific time and keep
  your promise


           DHSR Approved Curriculum-Unit 16   122
     Ways To Assist Agitated
           Residents
• Encourage to talk
  about fears
• Remind resident of
  past ability to cope
  with change
• Encourage to ask
  questions about
  concerns
            DHSR Approved Curriculum-Unit 16   123
      Ways To Assist Agitated
            Residents
                 (continued)

• Involve in activities that
  promote self-esteem
• Observe for safety and
  to prevent wandering
  away
• Assign small tasks
• Use reality orientation
             DHSR Approved Curriculum-Unit 16   124
   Ways To Assist Residents
  Displaying Paranoid Thinking
• Reassure the resident that you will
  provide for his or her safety
• Realize behavior is based on fear
• Avoid agreeing or disagreeing with
  comments
• Provide calm environment
• Involve in reality activities
           DHSR Approved Curriculum-Unit 16   125
    Ways To Assist Combative
           Residents
• Display a calm manner
• Avoid touching the
  resident
• Provide privacy for
  out-of-control residents
• Secure help if
  necessary

            DHSR Approved Curriculum-Unit 16   126
    Ways To Assist Combative
           Residents
               (continued)
• Do not ignore threats
• Protect yourself from
  harm
• Listen to verbal
  aggression without
  argument


           DHSR Approved Curriculum-Unit 16   127
DHSR Approved Curriculum-Unit 16   128

								
To top
;