Person-centred support in everyday practice

Person-centred care takes account of the individual’s preferences, experiences, strengths and needs. It involves the person in decisions rather than treating them as a diagnosis or a task list. The Alzheimer Society of Canada supports this approach in dementia care; the practical examples here are original.

Fictional example: two people require similar support but prefer different times for an activity. Ask each person, check the agreed arrangements and involve the responsible team when a change is needed. A person-centred approach works with appropriate clinical and organizational responsibilities; it does not authorize an untrained worker to change treatment.

Practice: Describe one difference between a task-focused question and a person-focused question.

When a person can express what matters, the team gains information that a generic routine may miss. Participation can support trust and help identify whether a plan is workable for that person. It does not guarantee a particular health outcome or remove the need for professional assessment.

Fictional example: a worker assumes a person dislikes reading because they no longer join the book group. A conversation reveals that the room is too noisy. The relevant response may involve the environment or format, rather than removing reading from the person’s activities. Ask before drawing a conclusion.

Practice: Write a fictional assumption and a question that could test it respectfully.

Dignity involves recognizing a person’s worth and treating them respectfully. It is not something a person earns by being independent, agreeable or easy to support. Communication, privacy, choice and the way assistance is offered can all affect someone’s experience of dignity.

Fictional example: a person needs extra time to answer. Speaking only to a companion or making jokes about the delay can undermine respect. Address the person directly in an appropriate way, allow time and use agreed communication support. Do not infer understanding or decision-making ability solely from speech speed.

Practice: Describe a respectful response when someone needs more time to communicate.

A person-centred plan should consider how support is delivered as well as which tasks are completed. Ask about preferred forms of address, privacy and involvement. A worker’s intention to help does not guarantee that the person experiences the interaction as respectful.

Fictional example: staff use a nickname they consider friendly, but the person prefers their formal name. Respecting the stated preference is a practical way to protect dignity. Record it where appropriate so the next worker can follow it, and correct a misunderstanding without embarrassing the person.

Practice: Explain how a small communication choice can affect dignity.

Practical actions include explaining what you are about to do, asking appropriate permission, preserving privacy, listening to concerns and offering meaningful choices within the agreed plan. Do not discuss private details where they can be overheard or treat someone’s belongings as public property.

Fictional example: before entering a person’s space for a planned task, follow the agreed approach, identify yourself and explain the purpose. If the person raises a concern, listen and involve the appropriate team rather than proceeding simply because the task appears on a list. Emergencies follow their required response process.

Practice: List three observable actions that support dignity in a routine interaction.

Within your role, ask relevant questions about the person’s routine, preferences and goals, and use the approved record. Clinical history-taking and future treatment decisions require the appropriate professional. Help the person communicate wishes without promising decisions outside your authority.

Fictional example: a person says bright light makes a reading area uncomfortable and would prefer a quieter location. Check the agreed arrangements, report the environmental concern and involve the responsible team in a suitable adjustment. Do not alter unfamiliar equipment or a clinical setting without authorization. Follow up to see whether the agreed response addressed the concern.

Practice: Create a fictional preference, an environmental concern and a referral to the appropriate role.

A person may tell you they are in pain or show a change such as wincing, guarding, distress or withdrawal. These observations can prompt concern but do not establish the cause. People with communication difficulties may express discomfort in ways that are easy to overlook; do not dismiss a change as simply their diagnosis.

Fictional example: a person becomes distressed during a planned activity. Pause the activity as appropriate, seek the responsible clinical team’s help and follow the workplace’s urgent-response process if there is an immediate concern. Report what you observed and what the person said. Do not diagnose the cause, change medication or improvise treatment from this course.

Practice: Practise a factual report of a fictional change and the assistance you would request.

Spiritual wellbeing can relate to meaning, purpose, values, relationships or religious and non-religious beliefs. A person may want support in this area or may not wish to discuss it. Ask respectfully and avoid assuming beliefs from appearance, language, family background or a chart label.

Fictional example: a person values a quiet daily reflection but does not want religious participation. Another wants contact with a chosen faith representative. Their preferences should guide discussion and appropriate arrangements. A worker should not use the care relationship to promote their own beliefs or pressure participation.

Practice: Write an open question about what gives a fictional person comfort or meaning.

Listen, acknowledge what the person expresses and ask what support they would welcome. Use the appropriate care-team, community or spiritual-support arrangements with the required permission. Emotional or spiritual support does not replace clinical assessment when a health or safety concern is present.

Fictional example: a person wishes to speak with someone from a community they trust. Help communicate that preference to the responsible team. Do not disclose private information to an outside contact without the approved arrangements, or promise that a visit will occur before it is agreed. Record and escalate concerns according to your role.

Practice: Identify a suitable referral route for a fictional support request.

Relevant records should reflect the person’s stated preferences, observations, agreed support and changes requiring review. Use factual wording and the authorized system. A worker may identify a need for review without being authorized to change the clinical plan independently.

Fictional example: a person says their usual group activity no longer feels comfortable. Record the relevant statement and action taken, inform the appropriate team member and follow the reviewed plan once agreed. Do not copy forward an old preference as if it has been reconfirmed. A care plan should support the current person, not freeze them at an earlier point in time.

Practice: Write a fictional note distinguishing a reported preference from an authorized plan change.