The person centred approach to the care and support of individuals with dementia
This subtopic explores the person-centred approach, a holistic philosophy that prioritises the individuality, preferences, and life history of people with dementia to promote well-being. It examines carer strategies that enhance dignity and independence, and clarifies the collaborative roles of formal and informal supporters, including families, advocates, and multidisciplinary teams, in delivering consistent, compassionate, and effective dementia care.
Assessment criteria
Topic Overview
The Highfield Level 2 Award in Awareness of Dementia (RQF) provides foundational knowledge about dementia, its causes, and its impact on individuals and society. This qualification is designed for those working or aspiring to work in health and social care settings, such as care homes, domiciliary care, or hospitals. It covers key aspects including person-centred care, communication strategies, and legal frameworks like the Mental Capacity Act 2005, ensuring learners can support individuals with dementia effectively and compassionately.
Dementia is not a single disease but a syndrome caused by various brain disorders, such as Alzheimer's disease, vascular dementia, and Lewy body dementia. The award emphasises understanding the progression of dementia, common symptoms like memory loss and confusion, and the importance of early diagnosis. It also explores how dementia affects an individual's abilities, emotions, and relationships, highlighting the need for tailored support that respects their dignity and autonomy.
This qualification fits within the broader Health & Social Care curriculum by linking to principles of safeguarding, equality, and person-centred practice. It prepares learners to work as part of a multidisciplinary team, recognising the roles of healthcare professionals, families, and carers. By completing this award, students gain essential skills to improve quality of life for people with dementia, making it a critical component for anyone entering the care sector.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's preferences, history, and needs, rather than focusing solely on the diagnosis.
- →Types of dementia: Understanding Alzheimer's disease, vascular dementia, dementia with Lewy bodies, and frontotemporal dementia, including their distinct symptoms and progression.
- →The Mental Capacity Act 2005: Legal framework ensuring individuals with dementia are supported to make decisions where possible, with best interests principles applied when they lack capacity.
- →Communication techniques: Using non-verbal cues, validation therapy, and simplified language to reduce distress and promote engagement.
- →Risk factors and prevention: Age, genetics, lifestyle factors (e.g., diet, exercise), and the role of brain health in reducing dementia risk.
Learning Objectives
What you need to know and understand
- Understand approaches that enable individuals with dementia to experience well-being, Understand the role of carers in the care and support of individuals with dementia, Understand the roles of others in the support of individuals with dementia
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating an understanding of the VIPS framework (Valuing people, Individualised care, Perspective of the person, Social environment) as a structured person-centred approach.
- Award credit for explaining how carers use life story work to tailor support, recognising the individual’s past roles, interests, and routines to maintain identity and reduce distress.
- Award credit for identifying the distinct roles and responsibilities of families, friends, advocates, and specialist professionals (e.g., dementia advisers, occupational therapists) in the care network.
- Award credit for describing how effective communication techniques, including non-verbal methods and validation, enable individuals with dementia to express needs and experience positive well-being.
Assessment Guidance
Guidance for achieving higher grades
- 💡When answering questions on well-being, use concrete examples such as how a carer might use reminiscence therapy to evoke positive emotions and reinforce personal identity.
- 💡Reference the Mental Capacity Act 2005 where relevant, and always assume capacity until assessed otherwise, emphasising supported decision-making.
- 💡In role-related answers, differentiate between informal carers (family, neighbours) and formal carers (paid staff, professionals), and explain how they coordinate care through the Care Act 2014 principles of integration.
- 💡Structure responses around the SPECAL method (Specialized Early Care for Alzheimer’s) to demonstrate applied knowledge of maintaining well-being through preserved abilities rather than focusing on deficits.
- 💡Use specific examples from care settings to illustrate person-centred care, such as adapting activities to a resident's former hobbies. This shows application of theory to practice.
- 💡Memorise key legislation like the Mental Capacity Act 2005 and the Deprivation of Liberty Safeguards (DoLS). Examiners look for precise references to legal principles in questions about rights and decision-making.
- 💡When discussing communication, avoid generic advice like 'be patient'. Instead, describe concrete techniques: using closed questions, maintaining eye contact, or reducing background noise. This demonstrates deeper understanding.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that dementia inevitably leads to a complete loss of capacity and that the individual cannot contribute to decisions about their care.
- Confusing person-centred care with simply being ‘nice’ or task-focused, rather than recognising it as a systematic approach grounded in building equal partnerships.
- Overlooking the importance of the physical and social environment in reducing agitation and supporting orientation, such as using signage, familiar objects, and low-stimulus spaces.
- Believing that the carer’s role is solely to manage behaviours, missing the proactive elements of promoting well-being through meaningful activity and emotional connection.
- Misconception: Dementia is a normal part of ageing. Correction: While age is a major risk factor, dementia is not inevitable; it is caused by specific brain diseases and is not a standard consequence of getting older.
- Misconception: People with dementia cannot learn new things. Correction: Many individuals retain the ability to learn, especially in early stages, with appropriate support and repetition; person-centred approaches can facilitate new skills.
- Misconception: Aggression is a direct symptom of dementia. Correction: Aggression often results from unmet needs, pain, frustration, or environmental triggers, not the disease itself; addressing underlying causes can reduce such behaviours.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for HIGHFIELD QUALIFICATIONS The person centred approach to the care and support of individuals with dementia
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic understanding of health and social care values, such as dignity, respect, and confidentiality.
- •Familiarity with the concept of person-centred care from introductory care qualifications.
- •Awareness of common health conditions affecting older adults, such as stroke or Parkinson's disease, which can relate to dementia types.
Coursework AI Review
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Key Terminology
Essential terms to know
- Understand approaches that enable individuals with dementia to experience well-being, Understand the role of carers in the care and support of individuals with dementia, Understand the roles of others in the support of individuals with dementia
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