WORKSHOP 1 - Understanding the World of Alzheimer's
WORKSHOP 2 - Non Verbal Communication
WORKSHOP 3 - Verbal Communication
WORKSHOP 4 - Listening Skills
WORKSHOP 5 - Tools for Behaviors
WORKSHOP 6 - Tools for Caregiving

WORKSHOP FIVE - TOOLS FOR HELPING WITH BEHAVIORS

RITUAL: Name tags/Handouts/Snack/Sit in a new seat

DISCUSSION: Review and discuss last week's class on Listening

EXERCISE: This is not a ....

EXERCISE: Group Bond

GO OVER the Rules of Brainstorming (click for printable PDF)

EXERCISE: Market This!

MINI LECTURE:
*Go over the handouts on Behaviors and the possible causes. The ones I used are available as printable Handouts right here: Understanding Difficult Behaviors, Authors: Anne Robinson, Beth Spencer, and Laurie White.

Behaviors: The Why's and What to Do's

Examples of Behaviors to Brainstorm (click for printable PDF)

* These are just examples. You should think about what behaviors have occurred in your facility and use a different one for each group. Write them on index cards and have them randomly choose one or you can give them out to each group. I have done it both ways and both work just as well.

Once each group I each has a behavior, I remind them to keep the same spirit of brainstorming as they had when they were doing the last exercise (Market This!). Now they need to refer to the Understanding Behaviors handouts and to all their caregiving knowledge to figure out the Why's? behind the behavior and then the What to Do's? about the behavior.

TIP - Write WHY and WHAT TO DO on a flip chart. Also encourage them to pick someone to write all of it down. Give the groups about 10 minutes. You may need to be flexible with your time. After the time is up - pick a group to begin. Review what the behavior was and have them read what they came up with for the Whys. Then discuss it with the whole group and open it up for discussion if anyone has any other Why's to add to the list. Then have them read what they have come up with for he What To Do's and do the same with opening it up to the other groups for discussion. Let everyone response before you as the facilitator give any input.

NOTE: You really need to know behaviors to be able to do this exercise. They will be looking to you for the answers.

What is Validation Therapy ?
* Not too long ago medical personnel were taught to "use reality orientation" . We no now this is not the way to work with persons with dementia. Now we know to use validation.

DEFINITION
Reality Orientation
It stresses the importance of bringing the disoriented person to the " here and now" by constantly emphasizing time, place, person and thing. Not useful with Alzheimer's or other permanently impaired persons. See Validation.

DEFINITION
Validation Therapy
"Forcing the Alzheimer's-afflicted to 'face reality' can often be counter- productive", Naomi Feil said, explaining that when patients become confused, they tend to turn inward and lose their desire to
communicate. The idea behind validation therapy is to just let them talk, and to act as if what they are saying is perfectly fine, even when they appear to be living in another time or place, or are confused about who is who. There is no evidence that using validation therapy will improve patients' memories or cognitive abilities, but it does seem to increase their enjoyment of life.

DISCUSSION - Yes And
Yes And is the foundation for improvisation theatre. Using Yes And in Alzheimer's care can do the following.

Yes And = Agree - Build
Yes And = Validate - Redirect
Yes And = Understand - Help

* How does it feel to say Yes and for someone else to say Yes to you .

EXERCISE: Yes Let's

EXERCISE: Yes And

EXERCISE: Yes And to Alz

HOMEWORK: How can you be more aware of behaviors? What are the behaviors you see communicating to you? Think about whose fault it is - are you communicating clearly ? are you making the task fit their abilities ? are you not recognizing body language ?