{"id":10736,"date":"2025-07-21T18:10:17","date_gmt":"2025-07-21T18:10:17","guid":{"rendered":"https:\/\/nurs.essaybishops.com\/care-models-for-dementia\/"},"modified":"2025-07-21T18:10:17","modified_gmt":"2025-07-21T18:10:17","slug":"care-models-for-dementia","status":"publish","type":"post","link":"https:\/\/www.studyproessays.com\/nursing\/care-models-for-dementia\/","title":{"rendered":"Care Models For Dementia"},"content":{"rendered":"
\n

Name Gursewak Singh<\/strong><\/p>\n

Strength based model<\/strong><\/p>\n

A strengths-based approach operate on the statement that people have strengths and resources for their own empowerment. Traditional teaching and expert development models think on deficit based approaches, ignoring the strength and experience of the participants. In a strengths-based approach the focus is on the individual not the content. Drawing on grateful inquiry, strengths based methodologies do not disregard problems. Instead they shift the frame of reference to describe the issues. By focusing on what is working well, informed successful strategies support the adaptive growth of organizations and individuals.(1)<\/p>\n

Strength-Based Assessment<\/p>\n

Practitioners working within a strength-based framework emphasize strength-based assessment as a critical first step in the movement toward seeing the strengths and competencies of children and families. Strength-based assessment serves two purposes:<\/p>\n

1) It offers practitioners a reliable tool to assess the skills, competencies, and characteristics of individuals and families<\/p>\n

2) It provides researchers a reliable and valid way to assess change in individuals following participation in strength-based programs.<\/p>\n

A reliable tool to assess individual and family strengths and competencies, strength-based assessment provides practitioners with a positive way to approach intervention with youth and families. Practitioners working from a strength-based approach emphasize the importance of asking youth and families the right questions.\u00e2\u20ac\u0178<\/p>\n

Strength-based assessment is defined as the measurement of those emotional and behavioral skills, competencies, and characteristics that create a sense of personal accomplishment; contribute to satisfying relationships with family members, peers, and adults; enhance one\u2019s ability to deal with adversity and stress; and promote one\u2019s personal, social, and academic development.<\/p>\n

Planning<\/strong><\/p>\n

Personal Planning is a process of discovery. It is a planning process that enables individuals to be self-determining and involves recording and supporting the choices, goals, dreams and aspirations of each individual.<\/p>\n

\u2022The aim of personal planning is for individuals and family\/whanau to create a better life for themselves (not the development of a plan).<\/p>\n

\u2022Different approaches will be required for different people.<\/p>\n

\u2022Personal plans are built on strengths, preferences and aspirations.<\/p>\n

\u2022To be useful, plans must be translated into actions.<\/p>\n

Practitioners working within a strength-based structure emphasize strength-based evaluation as a significant first step in the movement toward seeing the strengths and competencies of children and families. It offers a dependable tool to assess the skills, competencies, and characteristics of individuals and families. It provides researchers a reliable and valid way to assess change in individuals following participation in strength-based programs. A reliable tool to assess individual and family strengths and competencies, strength-based evaluation provides practitioners with a positive way to approach intervention with youth and families. Strength-based assessment is defined as the measurement of those emotional and behavioural skills, competencies, and characteristics that create a sense of personal accomplishment; contribute to pleasing relationships with family members, peers, and adults; enhance one\u2019s ability to deal with adversity and stress; and endorse one\u2019s personal, social, and academic development. A strength based approach runs on the assumption that people have strengths and resources for their own empowerment. Here the focus is on an individual strengths and abilities, not their disability. The community is their resource and people learn to grow and change no matter what their disability.(2)<\/p>\n

5.1<\/strong><\/p>\n

Strengths:<\/p>\n

\u2022It is an empowering alternative to traditional therapies which typically describe family functioning in terms of psychiatric diagnoses or deficits.<\/p>\n

\u2022It avoids the use of stigmatizing language or terminology which families use on themselves and eventually identify with, accept, and feel helpless to change.<\/p>\n

\u2022It is at odds with the \u201cvictim identity\u201d \u2014 epitomized in popular culture by the appearance of individuals on television or talk radio sharing intimate details of their problems\u2014which is inherently self-defeating.<\/p>\n

\u2022It fosters hope by focusing on what is or has been historically successful for the person, thereby exposing precedent successes as the groundwork for realistic expectations.<\/p>\n

\u2022It inventories (often for the first time in the person\u2019s experience) the positive building blocks that already exist in his\/her environment that can serve as the foundation for growth and change.<\/p>\n

\u2022It reduces the power and authority barrier between the person and therapist by promoting the person to the level of expert in regards to what has worked, what does not work, and what might work in their situation.<\/p>\n

Weaknesses:<\/strong><\/p>\n

\u2022Focusing too much on the strengths may cause further problems for important matters\/problems may be overlooked and ignored.<\/p>\n

\u2022A person\u2019s creativity and innovativeness may not grow and develop if he\/she only performs based on his\/her strengths.<\/p>\n

\u2022It makes it difficult to build resilience.<\/p>\n

The support of the social value of people with a disability, older people and people with a mental illness in New Zealand society. Persons with disabilities have emerged in the public eye in recent years in both affluent and economically poor societies as being people who have a legitimate grievance with their communities due to their historical role and status as being people who have been forced to live at the margins of everyday life. Support for people who are socially devalued and their families to exercise more control and authority over their lives and futures. New Zealand practices social role valorisation in terms of accepting disabled people in the the public.(3)<\/p>\n

Social Role Valorisation Model<\/strong><\/p>\n

Social Role Valorisation is a set of approaches intended to enable devalued people in society to experience the good life. These approaches are best used by persons who clearly believe that depreciation of a party is wrong, and who are prepared to work to overcome this SRV,s many strategies derived from practical experience and from what research has revealed, is to help devalued people achieve valued social roles. It finds that this is the most powerful way to work against devaluation and its negative effects, and provides a wide variety of techniques and approaches to do so.(4)<\/p>\n

Person-Centred Planning \u201crefers to a group of approaches to organizing and guiding community change in alliance with people with disabilities and their families and friends\u201d. A typical person-centred plan should include these steps in one form or another:<\/p>\n

\u2022Getting to know the person with the disability.<\/p>\n

\u2022 Assembling a team to develop a comprehensive personal profile of the individual, known as the \u201cfocus person\u201d.<\/p>\n

\u2022A clear, unrestricted vision of success is developed by the team, which guides the rest of the process. This vision involves the person\u2019s talents and dreams, and includes new roles he or she can fill in society.<\/p>\n

Person-Centred Planning usually begins by getting to know the person. This involves meetings or visits outside of the professional setting, such as at a home setting. It is assumed that parents or those closest to the focus person know this person best. A network or \u201ccircle\u201d of people is established who know and have a vested interested in the individual. This network is intervisionary, as different to interdisciplinary, and may include family, friends, peers and clergy. The focus person and parents control the planning process. organization is achieved by a facilitator who makes records, utilizes graphics, and who works to establish and promote the vision. The external facilitator also helps to ensure that the focus person\u2019s role is being met in the process. A positive, relaxed atmosphere of acceptance is developed to promote maximum comfort for the focus individual. The focus person and\/or those most important to this person selects the time and location for meetings as well as who will and will not be invited. When the vision of success has been achieved, the final step is to develop<\/p>\n

Flexible ongoing action plans and community supports by an open forum and brainstorming. The person\u2019s setting, current skills\/deficits, current activities, and other information are also collected. Barriers that may stand in the way of community involvement are evaluated, such as insufficient funding, a lack of recreational facilities, and community attitudes. Service providers are taught where the person would prefer to live, work, spend leisure time, and relax. They are also taught to analyze the person\u2019s daily schedule in terms of strengths, learning styles, and capacities. The result is daily and weekly schedules that involve residence, work. Programs and staff training are provided at this time in the following areas as needed and depending on the goals. A review of the individual\u2019s daily and weekly schedules is undertaken.(5)<\/p>\n

There may be programmatic shortcomings that interfere with the clients getting what they need. However, any such programmatic weaknesses may be created by other non-programmatic trouble, such as regulations, funder requirements, lack of comprehensiveness of an entire service system. There may not be other local services that have greater or lesser structure that allow them to take in people who have greater or lesser degrees of need than the service being assessed can adequately address. And so on. The lack of needed service options, and the pressure to accept clients who do not need what the service is structured to offer, are non-programmatic issues. There was a time, even a generation ago, that much more was known about the deficits, limitations and purportedly negative traits of persons with disabilities than was known about their strengths, gifts and contributions. This had its origins in a largely exclusive focus on people\u2019s limitations and a virtual non-recognition of their strengths and contributions. This began to change as some people began to recognize the drawbacks of a \u201cdeficit model\u201d and the merits of a strengths based approach to disability. This notion of strengths based strategies originated outside of the disability world though it has spread to many sectors including mental health, social work, youth work, and education. Now the voices of disabled people are heard and active participation in community has enhanced their living. (6)<\/p>\n

Assessment<\/p>\n

\u2022knowing that individuals and families themselves have natural authority and are best placed to identify their own needs and plan for the future<\/p>\n

\u2022actively listening, providing opportunities for families\/individuals to tell their story, honoring and respecting their journey and having a non-judgmental approach<\/p>\n

\u2022taking the time needed to develop the relationship, understand needs and aspirations and plan any required response<\/p>\n

Planning<\/strong><\/p>\n

Person-Centred Planning \u201crefers to a group of approaches to organizing and guiding community change in alliance with people with disabilities and their families and friends\u201d. A typical person-centred plan should include these steps in one form or another:<\/p>\n

\u2022Getting to know the person with the disability.<\/p>\n

\u2022 Assembling a team to develop a comprehensive personal profile of the individual, known as the \u201cfocus person\u201d.<\/p>\n

\u2022A clear, unrestricted vision of success is developed by the team, which guides the rest of the process. This vision involves the person\u2019s talents and dreams, and includes new roles he or she can fill in society.<\/p>\n

Person-Centred Planning usually begins by getting to know the person. This involves meetings or visits outside of the professional setting, such as at a home setting. It is assumed that parents or those closest to the focus person know this person best. A network or \u201ccircle\u201d of people is established who know and have a vested interested in the individual. This network is intervisionary, as different to interdisciplinary, and may include family, friends, peers and clergy. The focus person and parents control the planning process. organization is achieved by a facilitator who makes records, utilizes graphics, and who works to establish and promote the vision. The external facilitator also helps to ensure that the focus person\u2019s role is being met in the process. A positive, relaxed atmosphere of acceptance is developed to promote maximum comfort for the focus individual. The focus person and\/or those most important to this person selects the time and location for meetings as well as who will and will not be invited. When the vision of success has been achieved, the final step is to develop<\/p>\n

\u2022developing a true partnership with families and people with a disability<\/p>\n

\u2022focusing and building upon individual and family strengths<\/p>\n

\u2022providing the information required for individuals and families to make informed choices<\/p>\n

\u2022keeping in regular contact with the individual or family<\/p>\n

\u2022Committing to make a real difference in the lives of people with a disability and\/or their families \u2013 believing that all people have a contribution to make to society and should have the opportunities to do this.<\/p>\n

The following 12 principles form the basis of decisions. They are underpinned by the principles of the:<\/p>\n

\u2022Treaty of Waitangi<\/p>\n

\u2022UN Convention on the Rights of Persons with Disabilities<\/p>\n

\u2022NZ Disability Strategy<\/p>\n

\u2022Cares\u2019 Strategy<\/p>\n

1. As citizens, disabled people have the same rights and responsibilities as all other people to participate in and contribute to the life of the community.<\/p>\n

2. Disabled people and\/or families supporting disabled people are best placed to determine their own goals, and to plan for the future either independently, as a family, or supported by advocates of their choice.<\/p>\n

3. Families, friends and personal supports are the foundations of a rich and valued life in the community.<\/p>\n

4. Disabled people and their families have natural authority and are best placed to be their most powerful and enduring leaders, decision makers and advocates.<\/p>\n

5. Maori disabled are recognized as tangata whenua. Their aspirations, rights and needs will be met in ways that support their identity, beliefs, values and practices as individuals within whanau.<\/p>\n

6. The aspirations, rights and needs of diverse cultural groups are understood and respected in ways that support their identity, languages, beliefs, values and practices.<\/p>\n

7. Access to information that is timely, accurate and available in appropriate formats enables people to make appropriate decisions and to gain more control over their life.<\/p>\n

8. Communities are enriched by the inclusion and participation of disabled people, and these communities are the most important way of providing friendship, support and a meaningful life to people with disabilities and\/or their families and carers.<\/p>\n

9. The lives of disabled people and\/or their families are enhanced when they can determine their preferred supports and services and control the required resources, to the extent that they desire.<\/p>\n

10. Services and supports provided through Local Area Coordination complement and support the primary role of families, carers and communities in achieving a good life for disabled people. These services and supports should not take over or exclude the natural supports that already exist or could be developed.<\/p>\n

11. Partnerships between individuals, families and carers, communities, governments, service providers and the business sector are vital in meeting the needs of disabled people<\/p>\n

12. Disabled people have a life-long capacity for learning, development and contribution.<\/p>\n

Coordination<\/strong><\/p>\n

\u2022LAC focus on the creation and maintenance of natural networks and assisting with access to community services rather than disability specific services.<\/p>\n

\u2022Combined with a focus on natural networks and community services, community building is an essential element of the Local Area Coordination approach.<\/p>\n

\u2022Community building is about working to achieve:<\/p>\n

\u2013 Neighborhood, local and community resources as part of the natural support for individuals and families<\/p>\n

\u2013 Community awareness of and support for people with a disability and\/or their families<\/p>\n

\u2013 Development of leadership skills of community members, where these leadership skills are of benefit to people with a disability and families in the local community<\/p>\n

\u2013 Full inclusion of people with a disability and families in all aspects of community life (the social, economic, cultural, environmental and spiritual).<\/p>\n

\u2022there is a clear and agreed geographic boundary that defines the area where each LAC works<\/p>\n

\u2022Local Area Coordination is seen in the context of, and as a participant in, community rather than as a traditional service response approach.<\/p>\n

\u2022LAC are embedded in the community and have family friendly offices<\/p>\n

5.1<\/strong><\/p>\n

Strengths<\/strong><\/p>\n

\u2022Focus on a meaningful life and family leadership<\/p>\n

\u2022Emphasis on strengthening community capacity and less on funding<\/p>\n

\u2022Greater emphasis on the principles of planning for the future especially at times of transition, importance of personal networks and community connections<\/p>\n

\u2022Complement the role of other services and partnerships<\/p>\n

\u2022Work with local communities to support inclusion and the valued contribution of people with disabilities<\/p>\n

Weaknesses<\/strong><\/p>\n

\u2022Many individuals said there was a restriction on time as to when they could access the LAC service due to LAC post being part-time; often enquiries were put on hold or fitted in with work time. It was commonly felt that a full time LAC worker was needed or other additional support put into place to meet demands of individuals.<\/p>\n

\u2022Expansion of the role and high workloads, reducing LAC capacity for direct work with consumers.<\/p>\n

\u2022Some perceptions of inconsistency in quality and levels of service<\/p>\n

REFERENCES<\/p>\n

1)http:\/\/www.axiomnews.ca\/NewsArchives\/2008\/December\/December15a.html<\/a><\/p>\n

2) http:\/\/www.tuhana.org.nz\/index.php\/strenghs-based-approaches#1<\/a><\/p>\n

3) http:\/\/www.imaginebetter.co.nz\/purpose.php<\/a><\/p>\n

4) http:\/\/www.socialrolevalorization.com\/<\/a><\/p>\n

5) https:\/\/www.seniors.alberta.ca\/PDD\/Central\/Docs\/PCP_Lit_Review.pdf<\/a><\/p>\n

6) http:\/\/www.socialrolevalorization.com\/articles\/kendrick\/respect-for-people-with-disabilities.html<\/a><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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