Unit_4222-311

1.1 Some individuals loose skills for everyday life and others have never been taught them. Using different methods to maintain the skills depending on the individual. If it is to keep their home clean using signs with instructions on what needs to be done in each room. If it is help with bathing having someone support them to help them maintain their person hygiene. Giving an individual a walking aid to help them maintain their Independence with mobility. 1.2 The reasons why individuals may need support to maintain, develop or regain skills for everyday life: Physical health Feeling unwell such as with a fever leads to tiredness and inability to carry on with the usual activities of daily living. Learning disabilities An individual with learning disabilities might take longer to learn new everyday skills than other people. Mental health An individual with mental health problems might neglect themselves so they do not eat and drink. Frailty Older Frail people may not be strong enough to dress themselves or prepare their own meals. Physical disability Some physical disabilities prevent individuals going shopping unsupported. Social isolation An individual who is lonely is less likely to communicate with others 1.3 Maintaining, regaining or developing skills can benefit individuals is many ways. It can give them self worth, and self esteem, give them more opportunity's and help regain their independence. 2.1 Working with others to identify skills for everyday life that the individual needs to be supported with will give you a better overall view on their needs. Speaking to family members, friends, colleges, doctors, mental health team, to get everyone input on what they have observe deteriorate. If a man has become depressed after his wife has died and has little domestic skills he would need to be support in cleaning and washing and have someone teach him basic culinary skills. 2.2 Discussing with the individual what the outcome was from identifying with others what would benefit the individaul. Then work together to agree a plan for development and maintaining skills. If it has been pointed out by a family member the individuals hygeine is suffering and you suggest to put this in the plan they might not agree as they have not noticed it themselves. So discussing with them the benefits on doing so and the concern from family memebers so they feel comfortable with having it in the plan. 2.3 Conflict could arise in an elderly person when discussing the plan if they have spent their whole life being fully independent and are in denial about needing support in certain areas. If they are to frail to bathe themselves and they feel understandably uncomfortable about someone bathing them. Resolving it by explaining that the people who do this role are very experienced and do it daily, and the benefits and importance of keeping up this and giving them a choice on who does it. 2.4 It is important to make sure the individual fully understands the plan that has been put in place and the processes, procedures and equipment that might need to be put in place. First of all going through the set plan and make sure they understand what will be happening on various visits and why. Giving them a rota to let them know what time and day procedurecs will be carried out. If they are elderly and in need of a harness to get them into bed, show them how it works with you in it so they can see it is nothing to be scared of. If they have various people coming into their home they may need to have a log book so everyone can note down important information so monitoring can be more efficient. 3.1 To help someone maintain or develop skills through active participation is very important. This can help improve their self esteem and give them more independence. If you have an individual who had a poor diet and can not cook, giving them information about healthy choices and letting them pick which foods they would like. If someone has no culinary skills it is important you do not cook alone for them and get them involved so they pick up these skills. This could be by you showing them how to peel one potato and having them doing the rest and then showing them how to cook them, the individual could right down these steps so they can be used in the future. 3.2 Always give positive and constructive feed back to help encourage the individual and so they can progress in their new skill. If they want to cook a new meal they haven't done before you could remind them that they have cooked the ingredients before but in a different recipes and reassure them how well they did. If they were to cook a piece of steak that got slightly burnt and overcooked your constructive criticism could be in future to keep it at a lower heat but it was a great first try. 3.3 Actions to take if an individual becomes distressed and unable to carry: Offer reassurance that the person will not come to harm Communicate that you understand their distress Say how well the individual is doing with the everyday skill Seek advice or assistance from a senior colleague Make sure the individual remains safe Suggest stopping the activity. Stopping the activity should normally be an option after other options have been tried. The distress the individual experienced should be recorded and reported and the care plan reviewed. 4.1 You need to decide with the individual and others involved in the plan what criteria and process is for evaluating the support. If this individual has aims they needed to reach such as; The individual needs to gain culinary skills and they need to have support bathing. When it comes to the evaluation you need to see if these aims have been met. Right-pointing black triangle Has the goal been achieved' Right-pointing black triangle If not, how much progress has been made' Right-pointing black triangle How effective is the care to date' Right-pointing black triangle Are different forms of care needed' 4.2 When you have your agreed role of the goal that needs to be reached you need to evaluate it and decide if anything needs to be changed. If i was to support someone with a physical difficulty and their skill that needed developing was keeping their home clean and it was agreed you would go their twice a week to motivate and support them. When it comes to evaluating the outcome to see if your role is working and you decided that the individual is struggling keeping on top of their housework and you decide this method isn't working. You need to work with others to decide what can be put in place to make it easier from the individual. 4.3 When you evaluate and discover that a part of the plan inst working you need to revise this. If they were struggling with pushing the hoover and heavy duty chores around the house it could be agreed they could have home help in three times a week to do the chores that are more psychically demanding and they could do easier tasks; washing dishes, general tidy. This would help them reach their goal and still be acclivity participating. 4.4 After evaluating and revising the plan it is important to record and report if the plan will continue as it is or if any changes need to be in place. If a new plan needs to be in place it is important to document this straight away in case any relief staff need to see it. The plan needs to be shown and explained to the individual and have them date and sign it. The plan should also be dated to when it needs reviewed. The plan then needs to be stored in the individuals file in a locked cabinet. It is then important to inform everyone involved in the individual care the new process for the plan.