Portland Community College | Portland, Oregon

This course meets the training standards of the National Certification Council of Activity Professionals for certification in Home Care Activities.

Successful students will:

1. Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø and conduct meaningful quality of life interventions using a knowledge of the aging process.

2. Use clear communication with clients of all functional levels.

3. Å·ÖÞ±­¾öÈü¾º²Âapp_Å·ÖÞ±­×ãÇòÍø-Ͷע|¹ÙÍø and conduct person-centered activities targeted to particular clients to have a positive impact upon their quality of life and to address issues identified in initial assessments.

4. Design activities that involve family members or have their support, and alleviate caregiver stress.

5. Use best practices to overcome social, emotional, cognitive and physical barriers and engage clients in quality of life activities and interactions.

6. Deliver activity interventions built on the activity analysis process, that are person-centered, individualized, and address identified physical, cognitive and social problems.

Competency 1: Learning Objective: Student will define 3 physiological changes within each body system - will identify 5 characteristics associated with dementia - will explain concepts behind at least 5 theories of physical aging - will recognize different components of Maslow's and Erickson's personality development theories - will define the difference between life span and life expectancy.

Competency 2: Learning Objective: Student will demonstrate 4 effective communication strategies - will identify characteristics of four negative listeners - will list 5 qualities of effective listeners - will define the term communication - will describe the difference between verbal and non-verbal communication - will describe specific positive and negative examples of verbal and non-verbal communication - will define 5 helpful communication strategies or approaches for clients with behaviors of depression, aphasia, visual impairments, Alzheimer's Disease - will be able to interpret challenging behavioral symptoms utilizing the ABC behavior approach, the Need-Driven Dementia-Compromised behaviors model - will identify and choose individual approaches for common behaviors associated with dementia.

Competency 3: Learning Objectives: Student will define and give examples of terms: activity, leisure, recreation and therapeutic recreation - will relate history of activities as healing concept - will distinguish the difference between groups and individual activities - will explain bedside or 1:1 activities and define 4 factors to consider when planing this type of activity - will explain the 4 functional levels as it relates to activity planning - will explain quality of life as it relates to activities, choices, dignity and self-determination - will explain the importance of assessments and quality of life - will define the difference between formal assessment and informal assessments - will plan and organize individualized activities based on assessment - will define and give one example of the different types of activities of maintenance, empowerment and supportive.

Competency 4: Learning Objective: Student will identify 4 different caregiving roles within the home care environment - will define the term caregiver- will identify 5 factors that contribute to caregiver stress - will recognize 3 coping skills or support systems which alleviate caregiver stress.

Competency 5: Learning Objectives: Student will define 3 activities that will prevent social or cognitive withdrawal - will define 3 activities that will re-train recognition of familiar items - 3 activities that utilize physical and mental capabilities - 3 activities that accept present surroundings - 3 activities that focus on personal worth - 3 activities that distract away from physical condition - 3 activities that alleviate emotional distress -3 activities that provide an outlet for irritation - 3 activities that promote speech and verbal communication - will plan a program which controls fatigue and offers a balance of stimulation - will demonstrate 3 helping skills for clients with difficult behaviors when in activities - will plan 3 activities for clients with mild cognitive impairment for focusing on reminiscing, validating and re-socializing.

Competency 6: Learning Objectives: Student will distinguish the difference between concept age appropriate and person appropriate - will identify components of the initial assessment that will contribute toward creating person centered approach - will design and organize an individualized program plan based on information obtained in the initial assessment - will describe the intent of "person directed care" - will formulate specific activity approaches for identified physical, cognitive and social problems - will demonstrate ability to break down an activity utilizing the activity analysis process.

Project 1: Student will assess 3 clients for physical abilities, cognitive abilities, social abilities, and interview a client for current, past and new activity interests. (One of these clients must be in the high functioning range, one in the middle functional range and one in the low functioning range)

Project 2: Student will then design an activity program that incorporates physical activities, cognitional activities and social activities that are appropriate to the functional levels (in Project 1) and are "person center or person directed" for positive client outcomes. Goals and approaches will be written for each activity. Activity analysis and implementation plan to be written before attempted enactment of activities.

Project 3: Following review and approval of Projects 1 and 2, students will implement Project 3 by engaging the resident in the activities planned, documenting the activities by video or photographic validation (respecting the HIPPA requirements), and will then write a follow up evaluation of activities clearly stating areas of success and areas of revision for improved success or need for change, review and redirection.

Course content should prepare student for comprehensive understand of activity theory use in the home care or (foster) care home setting based on the Six Competencies and Learning Objectives to meet National Standards. Completion of Projects should demonstrate skills and ability to implement activity programming for a variety of functions and behavioral deficiencies experienced by elderly clients in the home care or (foster) care home settings.