The person centred approach to the care and support of individuals with dementia
Person-centred care places the individual at the heart of all decisions and support, recognising their unique history, preferences and needs. In dementia care, this approach is essential to promote well-being, maintain identity, and reduce distress. Carers must work collaboratively with the person, family, and a multidisciplinary team to tailor care that respects the individual’s autonomy and life story.
Assessment criteria
Topic Overview
The IAO Level 2 Certificate in the Principles of Dementia Care provides a foundational understanding of dementia, its causes, and the person-centred approaches essential for supporting individuals living with the condition. This qualification covers key legislation, communication strategies, and the importance of promoting independence and dignity. It is designed for those working or aspiring to work in health and social care settings, such as care homes, domiciliary care, or hospitals.
Dementia is a progressive condition affecting memory, thinking, and behaviour, and it is a growing concern in the UK with over 900,000 people currently living with it. This certificate equips learners with the knowledge to understand different types of dementia (e.g., Alzheimer's disease, vascular dementia, Lewy body dementia) and how to tailor care to individual needs. It emphasises the importance of early diagnosis, risk reduction, and supporting families and carers.
Within the wider Health & Social Care curriculum, this qualification sits alongside other person-centred care topics, such as safeguarding, communication, and equality and diversity. It prepares students for roles like care assistant, support worker, or senior care worker, and provides a stepping stone to further study, such as the Level 3 Diploma in Adult Care.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to the individual's preferences, history, and abilities, 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 symptoms and progression.
- →The Mental Capacity Act 2005: Ensuring individuals are supported to make their own decisions where possible, and using best interests principles when they lack capacity.
- →Communication strategies: Using validation therapy, reality orientation, and non-verbal cues to reduce distress and improve interaction.
- →Risk factors and prevention: Recognising modifiable risk factors like cardiovascular health, diet, and social engagement, and promoting brain health.
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
- 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 how knowing the individual’s biography enables care that reinforces their identity and promotes well-being.
- Award credit for identifying specific communication techniques that support well-being, such as validation and reminiscence, and explaining their use.
- Award credit for outlining the distinct responsibilities of informal carers (family) and formal carers (care workers) in providing person-centred support.
- Award credit for explaining the roles of at least two other professionals (e.g. GP, social worker, occupational therapist) in contributing to the individual’s care plan and well-being.
- Award credit for demonstrating a clear understanding of person-centred care by explaining how to incorporate the individual's life history, preferences, and abilities into daily care plans.
- Award credit for identifying specific techniques that promote well-being, such as reminiscence therapy, validation therapy, or multisensory stimulation, and linking them to the reduction of distress.
- Award credit for accurately distinguishing between the roles of formal carers, family carers, and other professionals (e.g., GPs, dementia advisors, social workers) in providing holistic support.
- Award credit for providing practical examples of effective communication strategies, such as using simple language, maintaining eye contact, and employing non-verbal cues to reduce anxiety and enhance understanding.
- Award credit for explaining how carers can balance promoting independence with ensuring safety, including risk assessment and positive risk-taking.
Assessment Guidance
Guidance for achieving higher grades
- 💡In written assessments, always link interventions to the specific well-being outcomes they aim to achieve, using the individual’s background as evidence.
- 💡When describing the role of carers, distinguish between emotional support, practical tasks, and advocacy, giving concrete examples for each.
- 💡Refer to relevant legislation and frameworks (e.g. Mental Capacity Act, Care Act) to strengthen your analysis of multi-agency roles.
- 💡When answering questions, always link your responses back to the core principles of person-centred care: respect, individuality, empowerment, and holistic support.
- 💡Use specific, realistic examples from care settings to illustrate your points; this demonstrates practical application and depth of understanding.
- 💡Familiarise yourself with key legislation and frameworks such as the Care Act 2014, the Mental Capacity Act 2005, and relevant NICE guidelines, as these underpin person-centred dementia care.
- 💡In assessments that require explaining roles, clearly define the contributions of each person involved (e.g., the care worker provides daily support, the GP manages health aspects, the family offers emotional connection) and how they collaborate.
- 💡Be prepared to discuss how to overcome challenges in implementing person-centred care, such as communication barriers or resistance to activities, and suggest practical solutions based on your learning.
- 💡Use specific examples from care practice to illustrate person-centred care, such as how you would adapt activities for someone with dementia. This shows application of knowledge.
- 💡Memorise key legislation like the Mental Capacity Act 2005 and the Care Act 2014, and be ready to explain how they protect individuals' rights in dementia care.
- 💡When discussing communication, mention both verbal and non-verbal methods, and explain why reducing environmental distractions is important for someone with dementia.
Common Mistakes
Common errors to avoid in your coursework
- Assuming person-centred care simply means being kind, rather than a systematic approach to tailoring all aspects of care.
- Failing to recognise the importance of non-verbal communication and behaviour as expressions of unmet need in advanced dementia.
- Overlooking the carer’s role in advocating for the individual’s preferences when they cannot articulate them.
- Confusing a person-centred approach with a purely task-focused routine, neglecting the individual's emotional and psychological needs.
- Assuming that all individuals with dementia have the same communication needs and failing to adapt methods to each person's remaining abilities.
- Overlooking the importance of family carers and not recognising the need for their involvement and support in care planning.
- Ignoring the impact of the care environment on well-being, such as not considering how lighting, noise, or layout can cause agitation.
- Believing that only professional carers are responsible for well-being, without acknowledging the role of the wider community and other services.
- Misconception: Dementia is a normal part of ageing. Correction: While age is a major risk factor, dementia is not inevitable. Many older people do not develop dementia, and it is caused by specific brain diseases.
- Misconception: People with dementia cannot learn new things. Correction: With appropriate support, individuals can learn new skills or routines, especially in early stages. Person-centred approaches can help maintain abilities.
- Misconception: Aggression is a symptom of dementia. Correction: Aggression is often a response to unmet needs, pain, or frustration. Identifying triggers and using calming communication 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 INNOVATE AWARDING The person centred approach to the care and support of individuals with dementia
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 courses.
- •Knowledge of common care settings (e.g., residential care, domiciliary care) and the roles of care workers.
Coursework AI Review
Self-check your coursework evidence against P/M/D criteria
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
- 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
Ready to learn?
AI-powered learning tailored to this unit