Introduction to Dementia

Dementia is not one disease. It is a term for a group of symptoms caused by conditions that damage the brain over time, affecting memory, thinking, behaviour and the ability to manage daily life. This lesson explains that dementia is not a normal part of ageing, that younger people can also develop it, and that it is usually progressive. Key points: dementia is caused by disease, symptoms go beyond memory loss, it can affect people under 65, and every person experiences it differently.

Several diseases cause dementia. This lesson introduces the most common: Alzheimer's disease, vascular dementia, dementia with Lewy bodies and frontotemporal dementia, and how each can show up differently. It also explains that dementia is usually progressive, often described in early, middle and later stages, and that people with some disabilities, including people with Down syndrome, have a higher risk of developing Alzheimer's disease at a younger age. Key point: knowing the type helps, but the person's own experience and plan guide your support.

As dementia progresses, understanding and expressing words becomes harder, but people continue to communicate through tone, facial expression, touch and behaviour. This lesson gives practical techniques: approach from the front, introduce yourself, use the person's name, speak slowly in short sentences, ask one question at a time, offer simple choices, and do not argue or correct. Key points: your body language matters as much as your words, enter the person's reality rather than correcting it, and allow time.

Many people living with dementia experience changed behaviours such as agitation, walking about, calling out, resisting care or withdrawal. This lesson explains that these behaviours are usually a way of communicating an unmet need, such as pain, hunger, needing the toilet, boredom, fear or an environment that is too noisy. It shows a simple approach: look for the cause, respond to the need, record what you see and report it. Key point: restrictive practices must never be used unless authorised and in the plan.

Person centred support means seeing the person first and the dementia second. This lesson explains how knowing someone's life story, preferences, routines and what brings them joy helps you give better support. It covers supporting independence by doing things with the person rather than for them, offering meaningful activities, and creating a calm, familiar environment. Key points: use the person's life story, protect their dignity and privacy, involve families and supporters, and adapt as the person's abilities change.

People living with dementia have the same rights as everyone else, including the right to make choices, take reasonable risks and be free from abuse and neglect. This lesson covers supporting decision making, keeping the person safe without unnecessary restriction, recognising that people with dementia are more vulnerable to abuse, and reporting concerns. It also covers health changes to report, such as falls, weight loss, pain and swallowing problems. The lesson ends with a course summary and asks you to complete the final assessment.

This case study follows Rosa, a resident living with dementia who becomes distressed each afternoon and tries to leave, saying she must cook dinner for her family. The lesson shows how her worker responds calmly in the moment, and how the team uses records, a health check by the registered nurse and Rosa's life story to find the need behind the behaviour. Key points: respond to the feeling rather than arguing, look for physical causes as well as emotional ones, and build meaningful activity into the plan so the whole team supports Rosa in the same way.

This case study follows Kofi, who lives at home with his wife, Ama, and receives support from our home care team. On one visit his worker finds him much more confused and drowsy than usual. The lesson shows why a sudden change must never be put down to dementia getting worse, how the worker escalates straight away, and what she records. It also looks at supporting Ama as a carer. Key points: sudden change needs urgent escalation, never give medication outside the plan, and link carers with support through your team leader.