Personalized Workshops

 Wondering where to start? If the Rosehaven Outreach Team has never presented at your facility, Creating a Therapeutic Relationship and The ABCC’s of Behaviour Management are an excellent choice to give your team new to dementia care, person-centred care and behaviour management a strong foundation to move forward. Choose a third module for presentation in the afternoon to tailor your team’s education needs. 

If your team is familiar with responsive behaviours and knowledgeable in person-centred care, choose three to four modules for a full day of training your site. The Virtual Dementia Tour is a full day and cannot be combined with any of the modules listed.

Facilitators: We are pleased to offer a number of new topics in this series. The Rosehaven Outreach Education Team consists of a complement of Health Care Professionals (Registered Nurses, Occupational Therapists, Physiotherapists, Psychologist, Recreation Therapists, and Social Workers). Depending on the session, any one/two of the aforementioned professionals will present on-site at your organization.

Target Group: These courses are designed for Health Care Professionals and frontline caregivers working in continuing care, community care, or assisted living.

Fee: The Rosehaven Provincial Program is funded through Alberta Health and Wellness to be a resource to the Continuing Care System. Therefore, courses are facilitated at no charge to your organization.

Registration: To register for a customized education day, please contact Outreach Education, at 780-679-2012 or e-mail rosehavenprogrameducation@bethanygrp.ca.

 

Available Sessions to Choose From

ABCC's of Behaviour Management

  • Define empathy.
  • Describe responsive behaviours.
  • Describe the main components of the ABCC model of behaviour management.
  • Give examples of potential antecedents.
  • Give examples of potential consequences of responsive behaviour at the individual, residence and staff level.
  • Work through a case study using the ABCC Model.
  • Demonstrate their skill in assessing a responsive behaviour using the ABCC model and behaviour tools in case studies provided

Creating a Therapeutic Relationship

  • Define Person centered care
  • Review examples of verbal and non-verbal communication.
  • Review communication strengths and deficits of individuals with cognitive impairment.
  • Identify the use of verbal prompts, announcements, object cueing, touch, music, humour and client choice in activities of daily living (ADL) care.
  • Identify written communication tools to use with clients with cognitive impairment – memory boards, pictures and symbols, letters, books and personal items.
  • Demonstrate the use of distraction, diversion and re-approach as skills sued to communicate with clients with cognitive impairment.

Creating a Therapeutic Relationship and ABCC's of Behaviour Management

Creating a Therapeutic Relationship (CTR) is a face to face workshop for front line health care workers (Health Care Aides, Therapists, Housekeeping, Kitchen or Maintenance) in the 3 streams of continuing care.  Staff will learn how to develop a therapeutic relationship and provide person-centred care.  Creating a Therapeutic Relationship is presented as part 1, while the ABCC Model (Antecedents, Behaviour, Consequences and Care strategies) is part 2 and the two modules are presented together for a full day of learning.  The ABCC Model builds on person-centred care and provides opportunity to learn about the ABCC model as a tool to assess and manage responsive behaviours and apply the model in the learner’s work setting.

Common Forms of Dementia

  • Define dementia.
  • Identify the most common forms of dementia – Alzheimer Disease, Vascular Dementia, Dementia with Lewy bodies and Fronto-temporal dementia.
  • Explain 3 clinical features of each of Alzheimer Disease, Dementia with Lewy Bodies, Fronto- temporal Dementia and Vascular Dementia.
  • Explain how treatment varies between the types of dementia.

Delirium

  • Define and describe delirium.
  • List common causes of delirium in the elderly.
  • Describe the risk factors for delirium.
  • Identify signs and symptoms that may indicate delirium.
  • Review assessment tools to screen for delirium.

Depression in the Elderly

  • Identify signs and symptoms of depression.
  • Review the diagnosis of depression.
  • Identify risk factors of depression in the elderly.
  • Compare depression and dementia symptoms.
  • Review social isolation and caregiver burnout.
  • Review common therapy and treatment for depression.
  • Identify the role of health care staff in the treatment of depression.

Developing Relationships While Maintaining Healthy Boundaries

  • Define professional boundaries
  • Differentiate between boundary crossing and boundary violation
  • Discuss boundary issues that may arise with clients and families (touch, power, social media, gift giving and receiving, dual relationships.
  •  Provide examples of ways to maintain boundaries.
  • Analyze a case study and identify examples of boundary crossing and violations.

 

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Fall Prevention for Older Adults

  • Recognize impaired mobility.
  • Recognize risks associated with falls for seniors.
  • Explain how to maintain and maximize functional abilities.
  • Review tools used to evaluate fall risk.
  • Identify your role in the team approach to fall prevention and maximizing client’s functional mobility.

Families as Partners in Care

  • Define family.
  • Examine the role of families in your work setting.
  • Review common situations that families may encounter.
  • Identify and understand why families may respond to stress in a variety of ways.
  • Review strategies to facilitate family involvement.
  • Define caregiver stress and caregiver burden.

Frontal Lobe Function (Health Care Professional)

  • Describe functions of the frontal lobe.
  • Identify clinical symptoms of frontal lobe damage.
  • Review standardized assessment tools used to screen frontal lobe deficits.
  • Review specific interventions used for clients with frontal lobe damage.

Leadership: What makes a leader? (Health Care Professional Level)

  • Define Emotional Intelligence and components of emotional intelligence.
  • Describe the relationship between emotional intelligence and effective leadership performance.
  • Identify 3 ways to develop a positive work environment.

Least Restraint

  • Define and provide examples of a restraint.
  • Review the rationale for the use of restraints.
  • Review alternatives to restraint use.
  • Discuss the implementation of a least restrain policy.

One Happy Moment In the Day

  • Define person-centred care.
  • Review role loss and the development of roles for clients at your work site.
  • Identify the difference between boredom and need.
  • Review meaningful activities as an intervention to manage responsive behaviours.

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Parkinson's Disease

  • Review the prevalence and etiology of Parkinson’s Disease.
  • Identify symptoms of Parkinson’s Disease.
  • Review and give examples of possible risk factors for Parkinson’s Disease.
  • Review common treatment for Parkinson’s Disease
  • Discuss and review the role of health care staff in caring for client’s and families affected by Parkinson’s Disease.

Psychosis in the Elderly (Health Care Professional Level)

  • Define Psychosis.
  • Review symptoms and causes of psychosis.
  • Review the assessment of psychosis.
  • Discuss, review and analyze case study of an individual presenting with psychosis.

Retrogenesis (Stages of Alzheimer Disease)

  • Define Retrogenesis
  • Review the stages of Alzheimer Disease and become familiar with the Brief Cognitive Rating scale and the Functional Assessment Staging in relation to the stages of Alzheimer Disease.
  • Review a case study and determine the stage of Alzheimer Disease and suggested care strategies.

Review of Depression Assessment Tools (Health Care Professional Level)

  • Review SIG E CAPS, an acronym used to screen for depression.
  • Discuss and review the Geriatric Depression Scale (GDS) and the Cornell Scale for Depression and have opportunity to use both tools to screen for depression.

Role Renewal

  • Review common roles assumed by adults and the value and meaning of roles.
  • Define the term role and associated concepts for clients in continuing care, such as life stages, role transition, role strain and role loss.
  • Describe the cause of and consequence of role transition and loss for clients in continuing care.
  • Review a case study and administer and interpret role assessment.

Schizophrenia

  • Describe person-centred care.
  • Describe psychosis.
  • Identify common clinical features of schizophrenia.
  • Identify positive and negative symptoms of schizophrenia.
  • Define delusions and hallucinations.
  • Explain care strategies for individuals displaying one or more of the following behaviors:  suspiciousness, hostility or depression.

Sensory Systems

  • Review the seven senses and why sensory needs should be considered and included in the plan of care for clients.
  • Define sensory integration.
  • Discuss how the senses impact function, behaviours and overall well-being.
  • Review strategies to maintain appropriate states of alertness and the consequences of over and under stimulation.

Virtual Dementia Tour

  • Participants will have the opportunity to experience the effects of aging and dementia through simulation.
  • Participants will be given tasks to complete while being impacted by the environment and their own ability to function in that environment.
  • A debrief will follow the Virtual Dementia tour, participants will review dementia, the impact of dementia on the client, families and staff and develop greater understanding, awareness and empathy for clients affected by dementia.