Cerebrum and Dementia Care Unit-2

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Unit-1, Q1. Explain what is meant by the term `dementia' Unit-1, Q2. Describe how dementia can affect a person if the following areas of the brain are damaged by dementia Frontal lobe: Parietal lobe: Temporal lobe: Occipital lobe: Cerebellum: Unit-1, Q3.Explain why the following may be mistaken for dementia a) depression b) delirium c) age related memory impairment Unit-1, Q4. Give an outline of the following models of dementia a) The medical model of dementia b) The social model of dementia Unit-1, Q5. Explain why it is important to see dementia as a disability Unit-1, Q6. List the four most common causes of dementia Unit-1, Q7. Describe the signs and symptoms associated with the four most common causes of dementia Unit-1, Q8. Outline five factors that could increase the risk of developing one of the four different types of dementia Unit-1, Q9. Identify the prevalence rates for five types of dementia Unit-1, Q10. Describe how the following factors can affect an individual's experience of dementia a) age b) type of dementia c) level of ability or disability Unit-1, Q11a. What effect can negative attitudes have on a person with dementia? Unit-1, Q11b. What effect can positive attitudes have on a person with dementia?

Unit-2, Q1. Describe what is meant by a person-centred approach to dementia care Unit-2, Q2. Outline the benefits of working in a person-centred way for the individual, staff and the organization a) Benefits for the individual b) Benefits for staff c) Benefits for the organization Unit-2, Q3. Describe the role that carers can have in the care and support of people who have dementia Unit-2, Q4. Explain the benefits of developing a professional relationship with carers Unit-2, Q5. Describe the roles of ten health and social care professionals who may be involved in the support of people with dementia Unit-2, Q6. Give three examples to explain when it might be necessary to refer to others when supporting individuals with dementia Unit-2, Q7. Explain how you could access additional support from other agencies when supporting individuals who have dementia

Unit-3, Q1. Explain how dementia can affect an individual's ability to understand others. Unit-3, Q2. Explain how dementia can affect an individual's ability to make themselves understood. Unit-3, Q3. Explain how dementia can affect an individual's ability to understand written communication. Unit-3, Q4. Identify four other factors that could affect an individual's ability to communicate and interact with others. Unit-3, Q5. Outline the ways in which memory loss might affect a person's ability to use verbal language. Unit-3, Q6. Explain how you can find out about the communication strengths and abilities of a person with dementia. Unit-3, Q7. How could you adapt your style of communication to in order to enable a person with dementia could understand you? Unit-3, Q8. In addition to the steps you identified in question 2, what steps can you take to adapt your style of communication to enable the following groups of people to better understand you? a) A person with a hearing impairment b) A person with a visual impairment c) A person with a learning disability d) A person with a physical disability Unit-3, Q9 Describe how finding out about a person's preferences and communicating with them using their preferred methods can reinforce the fact that the person is an individual. Unit-3, Q10. Explain how knowing about a person's life history can benefit the following people to promote positive interactions. a) The service user b) The service user's family c) Staff Unit-3, Q11. List five different techniques that can be used to facilitate positive interactions with a person who has dementia. Unit-3, Q12. Identify five different people and explain how they may help a person with dementia to interact with others.

Unit-4, Q1. Explain why it is important to recognise that individuals with dementia have unique needs and preferences. Unit-4, Q2. Describe four ways in...
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