Support person-centred thinking and planning

    ICAN QUALIFICATIONS LIMITED
    Vocational

    This subtopic explores the fundamental shift from traditional care to person-centred thinking, planning, and reviews in dementia care, emphasising the individual's right to self-determination, choice, and involvement in all aspects of care planning. It equips learners with the skills to facilitate collaborative care plans that reflect the unique biography, preferences, strengths, and aspirations of the person with dementia, ensuring reviews continuously adapt to changing needs. Application is embedded through reflective practice, encouraging learners to consider how person-centred principles apply to their own professional development and daily interactions.

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    Learning Outcomes
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    Assessment Guidance
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    Key Skills
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    Key Terms
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    Assessment Criteria

    Assessment criteria

    iCQ Level 3 Certificate in Dementia Care

    Quick Revision Summary (Key Takeaway)

    The iCQ Level 3 Certificate in Dementia Care covers person-centred approaches, communication, and legal/ethical frameworks in dementia care. It equips health and social care professionals with skills to support individuals with dementia, focusing on dignity, empowerment, and effective intervention strategies.

    Topic Overview

    The iCQ Level 3 Certificate in Dementia Care is designed for health and social care professionals who work with individuals living with dementia. It provides a comprehensive understanding of dementia, including its types, causes, and the impact on individuals and their families. The qualification emphasises a person-centred approach, ensuring that care is tailored to the unique needs, preferences, and abilities of each person, rather than focusing solely on the condition.

    This course covers key areas such as communication strategies, legal and ethical considerations, and the importance of promoting independence and dignity. It also explores the role of the care worker in supporting individuals through different stages of dementia, including end-of-life care. By the end of the qualification, learners are equipped with practical skills to enhance the quality of life for those in their care, while also understanding the broader policy and regulatory frameworks that guide dementia care in the UK.

    In the wider context of Health & Social Care, this certificate is crucial for meeting the standards set by the Care Quality Commission (CQC) and the Department of Health. It aligns with the National Dementia Strategy and the Dementia Training Standards Framework, ensuring that care workers are competent and confident in delivering high-quality, compassionate care. This qualification is not only a professional requirement but also a moral imperative to treat individuals with dementia with the respect and dignity they deserve.

    Key Concepts

    Core ideas you must understand for this topic

    • →Person-centred care: Tailoring care to the individual's preferences, history, and needs, rather than a one-size-fits-all approach.
    • →The medical vs. social model of dementia: Understanding the difference between focusing on the disease and focusing on the person's experience.
    • →Effective communication: Using verbal and non-verbal techniques to connect with individuals who may have difficulty expressing themselves.
    • →Legal and ethical frameworks: The Mental Capacity Act 2005, Deprivation of Liberty Safeguards (DoLS), and the Human Rights Act 1998, and how they apply to dementia care.
    • →Behaviour that challenges: Recognising that behaviours such as aggression or agitation are often a form of communication of unmet needs.

    Learning Objectives

    What you need to know and understand

    • Understand the principles and practice of person-centred thinking, planning and reviews., Understand the context within which person-centred thinking and planning takes place., Understand own role in person-centred planning., Be able to apply person-centred planning in relation to own life., Be able to implement person-centred thinking, planning and reviews.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear understanding of person-centred values (dignity, respect, independence, privacy, choice, and fulfilment) and how these underpin every stage of thinking, planning, and reviewing.
    • Look for evidence that the learner actively involves the person with dementia and their significant others in care planning, using appropriate communication tools and advocacy where needed.
    • Expect the learner to produce or describe a person-centred plan that includes the individual's life story, current strengths, likes/dislikes, and agreed goals, along with a clear record of regular reviews that adapt the plan responsively.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When writing reflective accounts, explicitly link your actions to specific person-centred principles, and reference the individual's care plan and any tools used. Avoid vague statements like 'I was supportive' without concrete examples.
    • 💡In case studies or role-plays, always start by asking how you would ascertain the person's preferences, communication style, and life history before proposing any care plan adjustments. Show how you would facilitate their involvement.
    • 💡For reviews, demonstrate that you evaluate the plan's effectiveness with the individual and make changes based on their feedback, documenting the rationale and outcomes clearly to meet evidence requirements.
    • 💡Always use the acronym 'PIES' (Physical, Intellectual, Emotional, Social) when discussing the impact of dementia on a person's well-being, as it shows a holistic understanding.
    • 💡When answering questions about legislation, quote specific sections or principles, e.g., the five statutory principles of the Mental Capacity Act, to demonstrate depth of knowledge.
    • 💡In case study questions, always link your answers back to the individual's specific circumstances, not just generic theory.

    Common Mistakes

    Common errors to avoid in your coursework

    • Treating person-centred planning as a one-off documentation task rather than a continuous process, leading to static plans that fail to reflect the individual's evolving needs.
    • Overlooking the capacity of the person with dementia to contribute, making assumptions about their wishes, or failing to use best interests decision-making frameworks appropriately when the individual lacks capacity.
    • Confusing person-centred care with simply being kind—neglecting the structured tools (e.g., one-page profiles, communication charts) that make planning objective and accountable.
    • Misconception: Dementia is a normal part of ageing. Correction: Dementia is not a normal part of ageing; it is a progressive condition caused by diseases like Alzheimer's, and not everyone gets it.
    • Misconception: People with dementia cannot make any decisions. Correction: Many individuals with dementia can make decisions with appropriate support, and the Mental Capacity Act assumes capacity unless proven otherwise.
    • Misconception: Challenging behaviour is intentional. Correction: Behaviour that challenges is often a result of confusion, pain, or unmet needs, not deliberate defiance.

    Revision Plan

    How to revise this topic in 1–2 weeks

    1. 1Week 1: Focus on understanding dementia types and the person-centred approach. Read relevant chapters, watch videos, and create flashcards for key terms.
    2. 2Week 2: Dive into communication strategies and legal frameworks. Practice applying these to case studies, and complete past paper questions.
    3. 3Week 3: Revise behaviour that challenges and end-of-life care. Use active recall to test yourself on key points, and seek feedback from peers or tutors.
    4. 4Week 4: Consolidate learning by doing full mock exams under timed conditions. Review your answers against mark schemes to identify gaps.
    5. 5Week 5: Focus on weak areas identified in mocks. Use mind maps to connect concepts, and teach a friend to reinforce your understanding.

    Exam Question Types

    How this topic typically appears in the exam

    • 📋Multiple-choice questions: These test recall of key facts, e.g., types of dementia or legislation. Tip: Read each option carefully and eliminate clearly wrong answers.
    • 📋Short-answer questions: Often ask for definitions or lists, e.g., 'List three principles of person-centred care.' Tip: Be precise and use correct terminology.
    • 📋Case study questions: Provide a scenario and ask for analysis or care planning. Tip: Use the person's details to tailor your answer, and always link to theory.
    • 📋Extended writing questions: These may ask you to 'Evaluate' or 'Discuss' a topic. Tip: Structure your answer with an introduction, balanced points, and a conclusion.

    Command Word Expectations (ICAN QUALIFICATIONS LIMITED)

    What examiners look for when using specific command words in this specification

    Explain

    Provide a detailed account of a concept or process, including reasons and causes. For example, 'Explain the impact of dementia on communication' requires you to describe how dementia affects language, comprehension, and social interaction, with specific examples.

    Evaluate

    Weigh up the strengths and limitations of a theory, approach, or intervention. You must give a balanced argument and reach a justified conclusion. For example, 'Evaluate the effectiveness of person-centred care in dementia' requires you to discuss its benefits and challenges, and conclude with your own judgement.

    Describe

    Give a detailed account of a topic, including key features and characteristics. For example, 'Describe the stages of dementia' requires you to outline the progression from early to late stages, including symptoms and care needs.

    How Students Lose Marks (Examiner Pitfalls)

    Common mark loss traps and how to write 100% full-mark answers

    Pitfall: Students often confuse the medical model of dementia with the social model, leading to answers that focus solely on deficits rather than person-centred care.
    ❌ Weak Answer (Loses Marks):Dementia is a disease that causes memory loss and confusion, and patients need help with daily tasks.
    ✅ 100% Model Answer (Full Marks):The medical model views dementia primarily as a neurological condition with symptoms to be managed, whereas the social model emphasises the individual's experience, focusing on their remaining abilities, preferences, and the importance of adapting the environment and care to promote independence and quality of life. A person-centred approach integrates both, recognising the condition while valuing the person.
    Examiner Tip: Always contrast the two models explicitly and link to person-centred care principles (e.g., valuing the person, individualised care, perspective of the carer, supportive social environment).
    Pitfall: In communication questions, students often list techniques without explaining how they adapt to the individual's needs, losing marks on application.
    ❌ Weak Answer (Loses Marks):Use simple words, speak slowly, and maintain eye contact.
    ✅ 100% Model Answer (Full Marks):Effective communication with a person with dementia requires adapting to their current cognitive state and emotional needs. This includes using open body language, speaking clearly and calmly, allowing extra time for response, using non-verbal cues like touch and facial expressions, and validating their feelings. For example, if the person is agitated, using a calm tone and redirecting attention to a familiar activity can reduce distress. It is also crucial to involve the person in decisions about their care, respecting their communication preferences.
    Examiner Tip: When answering communication questions, always include a specific example of how you would adapt your approach based on the individual's condition or behaviour, and link to principles of dignity and respect.

    Step-by-Step Worked Solutions

    Detailed solution breakdown for typical exam problems

    Question: A care worker is supporting a client with moderate dementia who becomes agitated during personal care. Using the person-centred care framework, describe three strategies the care worker could use to reduce the client's distress and promote cooperation.

    1. 1.Step 1: Identify the person-centred principle: focus on the individual's feelings and preferences, not just the task.
    2. 2.Step 2: Suggest specific strategies: (1) Use a calm, reassuring tone and explain each step before doing it; (2) Offer choices, e.g., 'Would you like to wash your face or hands first?' to give a sense of control; (3) Use distraction with a familiar object or music to reduce anxiety.
    3. 3.Step 3: Explain how each strategy addresses the person's emotional needs and maintains dignity.
    Final Answer: Three strategies: 1) Use a calm, reassuring tone and explain each step before doing it, reducing fear of the unknown. 2) Offer choices to empower the client, e.g., 'Would you like to wash your face or hands first?' 3) Use distraction with a familiar object or music to redirect attention and reduce anxiety. These strategies align with person-centred care by respecting the client's autonomy and emotional state.

    Question: Explain the difference between 'challenging behaviour' and 'behaviour that challenges' in dementia care, and give one example of how a care plan might be adapted to address the underlying cause.

    1. 1.Step 1: Define 'challenging behaviour' as a term that labels the person negatively, focusing on the behaviour as problematic.
    2. 2.Step 2: Define 'behaviour that challenges' as a phrase that recognises the behaviour is a form of communication or a response to unmet needs, shifting focus to the person's perspective.
    3. 3.Step 3: Provide an example: If a person repeatedly calls out, the care plan might include a sensory assessment to identify if they are in pain, hungry, or bored, and then schedule regular comfort checks or activities to meet those needs.
    Final Answer: 'Challenging behaviour' is a label that implies the person is difficult, while 'behaviour that challenges' acknowledges that the behaviour is a symptom of unmet needs or distress. For example, if a person with dementia becomes aggressive during bathing, the care plan might be adapted to offer a shower instead, use a different time of day, or involve a familiar carer, addressing the likely cause of fear or discomfort.

    Active Recall Memory Test

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    Frequently Asked Questions

    Common questions students ask about this topic

    Pass / Merit / Distinction Evidence Checklist

    How your portfolio evidence is graded for ICAN QUALIFICATIONS LIMITED Support person-centred thinking and planning

    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.

    Pass (P)

    Demonstrate baseline knowledge, accurate terminology, and core practical application.

    Merit (M)

    Provide detailed analysis, structured explanations, and clear workplace reasoning.

    Distinction (D)

    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 principles, such as dignity and respect.
    • •Knowledge of the different types of dementia (e.g., Alzheimer's, vascular dementia) is helpful but not essential.
    • •Familiarity with the concept of person-centred care from previous study or work experience.

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    Key Terminology

    Essential terms to know

    • Understand the principles and practice of person-centred thinking, planning and reviews., Understand the context within which person-centred thinking and planning takes place., Understand own role in person-centred planning., Be able to apply person-centred planning in relation to own life., Be able to implement person-centred thinking, planning and reviews.

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