The person centred approach to the care and support of individuals with dementia
This subtopic explores how a person-centred approach values the individuality, preferences, and life history of people with dementia, promoting their well-being through effective communication, meaningful activities, and environmental adaptations. It critically examines the collaborative roles of professional carers, family members, and multi-agency teams in delivering holistic, dignified support that respects the person's identity and autonomy within the framework of current legislation and best practice guidance.
Assessment criteria
Topic Overview
The TQUK 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 essential for anyone working or aspiring to work in health and social care settings, as dementia is a growing concern with over 850,000 people living with the condition in the UK alone. The course covers key aspects such as person-centred care, communication strategies, and legal frameworks, ensuring learners can support individuals with dementia effectively and compassionately.
Understanding dementia is crucial because it affects not only the person diagnosed but also their families and carers. The award explores different types of dementia, including Alzheimer's disease, vascular dementia, and Lewy body dementia, highlighting their unique symptoms and progression. By studying this topic, students learn to recognise early signs, reduce stigma, and promote independence, aligning with the principles of the Care Act 2014 and the Mental Capacity Act 2005.
This qualification fits into the wider Health & Social Care curriculum by building a foundation for more advanced studies, such as the Level 3 Diploma in Adult Care. It emphasises the importance of empathy, effective communication, and tailored support, which are transferable skills across all care settings. Mastery of this content enables students to provide high-quality, person-centred care that respects the dignity and rights of individuals with dementia.
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 condition.
- →Types of dementia: Alzheimer's disease (most common, gradual onset), vascular dementia (caused by reduced blood flow to the brain), Lewy body dementia (characterised by fluctuating cognition and visual hallucinations), and frontotemporal dementia (affects behaviour and language).
- →The dementia journey: From early symptoms (e.g., memory loss, confusion) to advanced stages (e.g., loss of mobility, communication difficulties), emphasising the need for ongoing assessment and adaptation of care.
- →Legal and ethical frameworks: The Mental Capacity Act 2005 (assessing capacity, best interests decisions) and the Deprivation of Liberty Safeguards (DoLS) to protect individuals' rights.
- →Effective communication: Using simple language, non-verbal cues, and validation techniques to reduce distress and maintain engagement.
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 to incorporate the individual's life story and preferences into daily care routines to promote emotional well-being.
- Look for evidence that the learner can explain how carers balance risk-taking with autonomy while maintaining safety and dignity.
- Credit should be given for clearly outlining the distinct responsibilities of different professionals (e.g., GP, social worker, occupational therapist) and how they coordinate care through effective communication.
- Award credit for demonstrating a clear understanding of person-centred principles, such as valuing the individual's uniqueness, promoting independence, and focusing on their strengths rather than deficits.
- Look for evidence that the learner can explain how to apply specific well-being approaches (e.g., reminiscence therapy, reality orientation, validation therapy) in practice, linking them to improved emotional and social outcomes.
- Assess the ability to differentiate between the roles of carers (e.g., family members providing emotional support and personal care) and other professionals (e.g., occupational therapists, social workers) within a multi-agency framework, showing how coordination enhances dementia support.
- Credit responses that illustrate how risk assessments and care plans are developed collaboratively with the individual, their carer, and other professionals, ensuring the person's voice remains central.
Assessment Guidance
Guidance for achieving higher grades
- 💡When writing about well-being, always link approaches directly to specific aspects of well-being (e.g., social, emotional, physical) and give practical examples of how they are implemented.
- 💡For role-based questions, use precise professional titles and describe their specific contributions, avoiding vague statements like 'they help out'—instead say how they help, e.g., 'the occupational therapist assesses home adaptations to prevent falls'.
- 💡When discussing well-being approaches, always link them to specific cognitive, emotional, or social benefits for the individual, using case study examples where possible.
- 💡Structure your assignment to clearly separate the role of carers from that of other professionals, using a table or comparative analysis to demonstrate understanding.
- 💡Reference current legislation and guidance (e.g., Care Act 2014, Mental Capacity Act 2005) to underpin your arguments about person-centred practice and collaborative work.
- 💡Use reflective accounts or work-based evidence to show how you have promoted well-being through person-centred approaches, as this strengthens practical application marks.
- 💡Use specific examples from case studies to illustrate your understanding of person-centred care. For instance, describe how you would adapt communication for someone with advanced dementia who is non-verbal.
- 💡Memorise the key differences between dementia types, especially Alzheimer's and vascular dementia, as exam questions often ask for comparisons. Focus on causes, symptoms, and progression patterns.
- 💡Link your answers to legislation, such as the Mental Capacity Act, to show you understand the legal context. For example, explain how capacity assessments should be done for a person with dementia making a decision about their care.
Common Mistakes
Common errors to avoid in your coursework
- Confusing person-centred care with simply being kind or friendly, rather than a structured approach based on the individual's unique identity and active involvement in decisions.
- Failing to recognise the emotional impact on carers and the importance of their own support networks, often neglecting the carer's well-being in care planning.
- Assuming the person with dementia cannot make any decisions, thereby overlooking their capacity for choice, which can vary day-to-day and should be maximised through supported decision-making.
- Confusing person-centred care with simply being kind or doing everything for the individual, rather than focusing on empowerment, choice, and maintaining capabilities.
- Assuming that all individuals with dementia will respond to the same well-being approaches; failing to tailor strategies to personal history, culture, and cognitive stage.
- Overlooking the legal and ethical responsibilities of carers (e.g., safeguarding, mental capacity) and only viewing their role as physical assistance.
- Believing that other professionals work in isolation, without recognising the importance of shared communication and integrated working in dementia care.
- Misconception: Dementia is a normal part of ageing. Correction: While age is a major risk factor, dementia is not inevitable. It is a progressive condition caused by brain diseases, and many older adults do not develop it.
- 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 and promote independence.
- Misconception: Aggression is a direct symptom of dementia. Correction: Behavioural changes often result from unmet needs, pain, or environmental triggers. Identifying and addressing these causes can reduce distress without medication.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for TRAINING QUALIFICATIONS UK LTD 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 principles, such as dignity, respect, and confidentiality.
- •Familiarity with the concept of person-centred care from introductory care courses.
- •Knowledge of common age-related conditions (e.g., arthritis, hearing loss) to differentiate them from dementia symptoms.
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
- 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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