Staff reported an increased competence to identify triggers of responsive behaviors, communicate effectively with patients, identify appropriate and respectful responses to behavior, and de-escalate challenging behaviors (Alzheimer Society Grey-Bruce, 2006).These results suggest that the GPA curriculum may help validate and augment the attitudes and values generated toward responsive behaviors, although one exposure to the curriculum may not be enough to permanently change these attitudes and values (Ontario Long Term Care Association, 2006).In an effort to improve the quality of care in the Geriatric Psychiatry Program (GPP) at Regional Mental Health Care London, the program evaluation team obtained funding from the St.
The study by Hagen and Sayers evaluated an in-service training program aimed at reducing incidents of physical aggression in LTC homes.The authors of this study reported a 50% reduction in physical aggression rates among elderly patients post-training.Surveys revealed that GPA training significantly improved staff's response to challenging behaviors, understanding of how brain changes impact behavior, and learning strategies to respond to challenging behaviors.Specific body containment techniques were less employed on geriatric patients who experience responsive behaviors.Ultimately, we can’t expect the person with dementia to change; we must do the changing.
We need to understand the disease, be patient and accept who the person is in this moment.
Once you’ve left, get staff assistance immediately.
If such behaviour begins to impact the quality of life of your family member or those around him (co-residents), you should consult with the professional staff to adjust his plan of care.
It has been adopted as a result of a “social, psychological, and phenomenological model” (Cohen-Mansfield & Taylor, 1998) that aims to understand the meaning behind patients’ behaviors rather than focusing on their neuropathology (Dupuis & Luh).
Responsive behaviors are often challenging or disruptive and can be a considerable source of distress for patients, families, and their caregivers.
This curriculum was developed as an adjunct to other educational initiatives that were part of Ontario's Alzheimer Strategy for persons with dementia (Ontario Ministry of Health and Long-Term Care, 1999).