How to make good personality: Don’t be loud, know when to speak up. Don’t be afraid to talk to others, having a sense of humor is a plus. Remember, personality doesn’t mean that you should have look. Be kind and considerate.

3. ARADA – Committed to develop
Afghanistan
The Agency for Rehabilitation Assistance & Development of
Afghanistan (ARADA) is a non- governmental, non-political,
non-profit, humanitarian organization.

4. Personal
Development
Strategy
Prepared: M.A. Shahzad
Position: QA. Assistant
mdanwarshahzad28@gmail.com

5. Personality Development
Personality development is actually the development from the organized pattern of
attitudes and behaviors which makes an individual distinctive. A quick definition could be,
personality is composed of the characteristic designs of feelings, behaviors and thoughts
which make a person special.
 A carer is a person who provides assistance or support with daily activities. This can
include bathing and grooming, housekeeping, helping with meals, and encouragement
of behaviours that enhance community involvement.
 A carer must be aware of policies, licenses and the care setting, as they can influence
what the carer can and cannot do with clients.
 All carers need training to help them to do their jobs well.
 In addition to training, a carer needs to follow professional standards. Your behaviour
also affects your relationship with the client. The carer and the client need respect for
each other and to have a professional working relationship.
 It is important that carers are familiar with the legal issues involved in their work with
clients.
 As a carer, your primary legal responsibility is to avoid legal action for you and the
company you work for.

6. Things to Enhance your personality
Don’t compare your life.
Don’t have negative thoughts or things you can’t control, instead invest your energy in the positive present
moment.
Don’t waste your precious moment and energy in gossip.
Dream more while you are awake.
Be healthy
Make time for prayer
How to make good personality:
Don’t be loud, know when to speak up.
Don’t be afraid to talk to others, having a sense of humor is a plus.
Remember personality doesn’t mean that you should have look.
Be kind and considerate.
Fundamental techniques for handling people:
Don’t criticize, condemn or complain.
Give honest and sincere appreciation.
Ways to make people like you:
Become genuinely interested in other people, Smile, Be a good listener and Encourage others to talk about
themselves.

7. How winners are different from losers
Winners are never disheartened with obstacles and lead by
example in what they do with focus and confidence
Hard work and consistency
Never give up attitude
Focus and determination
Strategic planning and deliverance
Self-confidence
Time management
Practical
Positive thinking

8. Module 1: The Fundamentals of
Caregiving
Learning Outcomes
After completing this module you will be able to:
 Define the roles and responsibilities of a carer.
 Describe the various legal issues that carers must be familiar with
when they work with clients.
 Develop the skills necessary to communicate effectively with all
members of the care service team.
 Develop an understanding of how to communicate with individuals
with various disabilities.
 Discuss the correct etiquette when working with a wheelchair-bound
client.

9. The Carer Environment
DEFINITION
A carer is a person who provides assistance or support with daily activities.
This can include: bathing and grooming, housekeeping, helping with meals, and
encouragement of behaviours that enhances community involvement.
RESPONSIBILITIES
The list of things a carer can and cannot do depends on the setting and the specific job. It is not possible to
write one job description.
These are some everyday tasks for carers:
 - Personal Care, helping a person in the bath, getting dressed, and eating.
 - Running errands and shopping; taking a client to appointments.
 - Chores around the house: cleaning, meal preparation.
 - Help a person to become more self-sufficient; teach and encourage them to live as independently as
possible.
SERVICE TEAM
 For any person receiving support, a service team helps to coordinate the services. Each person on the team
has a special function. Each situation is different, but often the following is part of a care service team:
Family Members
Family members are a valuable part of the service team as they: provide emotional support; encourage the
person to do as much for themselves and for as long as possible to prevent atrophy of the mind and body;
communicate with the case manager/support coordinator about the person's needs.
Case Manager/ Support Coordinator
The case manager/ support coordinator often fulfils the following duties in the care process: Determine the
person's needs and arrange the required services. Monitor for changes in the person's needs.

10. Care Service Teams

11. Service Team Duties
CARER
 The carer often fulfils the following duties in the care process:
 - Provides assistance with tasks listed in the service plan.
 - Reports observations to supervisor.
 The carer is an important member of the service team. As a carer, you may spend more time with a client than others.
When providing assistance in the person’s home, observe any changes and problems. If you notice anything unusual -
both positive and negative, report it to your supervisor. The carer works with the service team to provide care to the
client.
SUPERVISOR
 The supervisor often fulfils the following duties in the care process:
 - Monitors the carer’s performance.
 - Answers questions and directs the carer in their role.
DOCTOR
 The primary care physician or doctor often fulfils the following duties in the care team:
 - Monitors and manages the physical health of the client
 - Communicates with the case manager/support coordinator about changes in the client’s needs.
OTHERS
 Agency Representative
 The agency representative often fulfils the following duties in the care process: The arrangement of compatible,
reliable carers for the needs of the customer.
 Others (therapists, teachers, psychologists, etc.)
 Others often fulfil the following duties in the care process: Communicate with the case manager/support coordinator
about changes in the client’s needs.

12. Training and Standards
TRAININGS AND ORIENTAIONS
 All carers need training that helps them to do their job well. This also means being safe
and effective and keeping the client safe. If you work for an agency, your employer may
provide the training.
 When a carer is hired by an agency, he or she will attend the agency’s orientation. This is
required even if the carer has completed a college course. The orientation of the agency
is much more specific to the particular organisation. It includes policies, paperwork
requirements, the agency’s history, job expectations, etc.
PROFESSIONAL STANDARDS
 In addition to training, a carer needs high professional standards. Your behaviour also
affects your relationship with the client. The carer and the client need respect for each
other and a professional relationship.
 The persons for whom you provide services must be able to rely on you. Your services
help to keep people safe and independent.

13. STANDARDS OF CARE

14. Principles of Care
PRINCIPLES ONE:
There are basic principles - beliefs that all people have rights, abilities and freedom of choice.
The carer needs to be aware of these principles and ensure to keep them in mind when
assisting clients. Such principles include the following:
 INDEPENDENCE: Each person has the freedom to direct one’s own life and be able to do
things for oneself when possible. Each person can choose what to do and when to do it;
carers should not dictate to clients what to do.
 DIGNITY: Each person is an individual. Each person needs respect and privacy and
should be treated respectfully. When people need assistance, they still need to feel they
are valued and in control of their own lives as much as possible.
PRINCIPLES TWO:
 CLIENT-DIRECTED: When possible, the client tells the caregivers what to do, when and
how. This means that the person or a representative on their behalf interviews, hires,
trains, and supervises the carer.
 PERSON-CENTRED: Assistance and support are given when and how the person needs
it. Examples: a person from another culture may prefer certain foods; some people may
want more or less of a certain treatment.

15. THE RIGHTS OF CLIENTS
Independent living and self-determination are values that recognise dignity and self-responsibility, where each
patient has the right to live as independently as possible. It recognises the opportunity for independent living
and self-determination as essential to the well-being of people with disabilities and that this should be
understood by carers. Below is a list of important principles that carers need to recognise:

16. Care of the Elderly
WORKING WITH OLDER ADULTS
 As people get older, they tend to slow down more. Unfortunately, younger people sometimes
show disrespect or simply become impatient.
 Ageism or age discrimination is all too common in society. Many products or movies are
about and for younger people. We are always in a hurry, and some see older adults as being
too slow or in the way.
 If you work with older adults, it is important to be aware of the appropriate mindset. See the
list of principles that you should keep in mind when working with the elderly.
PRINCIPLES
 Below is a list of principles to keep in mind when working with the elderly:
 - Older adults can do a lot and learn new things. Like all people, they feel better when they
can do things for themselves.
 - Older people have experience and wisdom. They may not know everything you know, but
they know a lot.
 - Always treat an older adult as an adult. Adults are not like children.
 - Older people have interests, likes and dislikes. They, too, want to make their own choices.
The Treatment of People with Disabilities
The treatment of people with disabilities has varied greatly throughout history. Examine each of
the years listed below to discover how individuals with disabilities have been treated over time.

17. Professional Standards
LAW & ETHICS
 Carers need to understand the distinction between laws and ethics so that they conduct their day-to-day tasks safely
and in confidence:
 LAW: Rules are written by the legislature or a government agency.
 ETHICS: A system of moral values; principles of conscientious conduct.
 Some laws are also ethical. For example, abuse laws. Some are not (speeding). Not all ethical principles are laws, for
example, being honest.
AVOIDING LEGAL ACTION
 As a carer, your primary legal responsibility is avoiding legal action for you and your company. In order to avoid legal
action, follow the guidelines outlined below:
 (1) Keep personal information confidential
 Do not discuss confidential information with others except your supervisor or other colleagues who are directly involved
with the client’s care. Confidential information may include medical, financial, or family issues.
 (2) Only perform work assigned
 If you perform a task that your supervisor did not assign, you become liable for those actions. A plan is developed for
each client that describes exactly what services should be provided. This is called a care plan or support plan. It lists the
tasks you should do for this person.
 (3) Do not do less work than assigned
 When you fail or forget to do all the tasks assigned, you may put your client at risk. As a result of your failure toact, you
might be found negligent. Again, you must understand the care or support plan for the client. You must do all the tasks
assigned to you as described in the plan - not more and not less.
 (4) Avoid doing careless or low-quality work
 Carelessly performing tasks might make you liable for damages or injuries. Report abuse and make sure your actions are
not considered abusive.

18. Legal Issues for Carers
LEGAL TERMS A.
 It's important that carers are familiar with the legal issues that they could encounter during
their work. Listed below are the most important legal terms in this regard:
 ABANDONMENT: is when a family or agency leaves an individual without care or support.
 FALSE IMPRISONMENT: takes place when you intentionally restrict an individual’s freedom to
leave a space.
 LIABILITY: refers to the degree to which you or your employer will be held financially
responsible for damages resulting from your negligence.
 ASSAULT: takes place when an individual intentionally attempts or threatens to touch another
individual in a harmful or offensive manner without their consent.
LEGAL TERMS B.
 MALPRACTICE: this is a failure to use reasonable judgment when applying your professional
knowledge.
 BATTERY: this takes place when an individual harmfully or offensively touches another
individual without their consent.
 INVASION OF PRIVACY: revealing personal or private information without an individual’s
consent.
 NEGLIGENCE: is when a personal injury or property damage is caused by your act or your
failure to act when you have a duty to act.

19. ETHICAL PRINCIPLES
 Carers need to conduct their roles in an ethical and responsible manner.
 Follow the guidelines outlined below in order to do so:
 HONESTY: Do not be afraid to politely say “no” to a task you are not assigned to
do. Also, do not be afraid to admit that you do not know the answer to a question
or how to do a task. Never steal, take a client’s possessions, or falsify documents
or reports.
 RESPECT: An individual’s religious or personal beliefs and values may differ from
yours.
 RELIABILITY: Arrive for assignments on time. Always finish your shift, even if a
client is being difficult or the workload is difficult. You can address those problems
with the supervisor after you have finished your shift.
 GENERAL TIPS: Generally, you should not take gifts or tips. Follow the client’s
service plan unless you consult with your supervisor. Take pride in doing your job
well.

20. The Rights and Choices of Clients
CLIENTS’ RIGHTS
When conducting your duties as a carer, it is important to be aware of the rights that your clients have. A
selection of these rights are outlined below:
 1. Design their own treatment or service plan and decide how their services will be provided.
 2. Considerate and respectful treatment and care from their carer.
 3. Not be abused emotionally, sexually, financially, or physically by their carer.
 4. Receipts or statements for their fee-based service from their carer.
 5. Refuse treatment from their carer if they desire to do so.
 6. Privacy of all forms as soon as they request it.
 7. File a complaint with the agency when they are unsatisfied with the service they are receiving.
 8. Confidential handling of their personal information from the agency and the carer.
CLIENTS’ CHOICE
 The carer should respect the client’s choices. When a person is not allowed to make decisions about
services, that takes away from his/her rights.
 As a carer, if you are concerned about a choice, explain why you are concerned, discuss an alternative,
contact your supervisor for instructions, and document what you did.
 These client rights are based on principles of self-determination and client choice. Clients choose which
services they want to receive. They may also choose how services are provided. For example, each person
chooses what clothes to wear and what foods to eat. Having choices improves well-being and makes the
person more independent.

21. Reporting Abuse
CHILD AND ADULT ABUSE – RISK FACTORS
With both adults and children, some face the risk of abuse more than others, depending on a
wide range of factors. Read more about the factors that may result in adult and child abuse here:
Factors Leading to Adult Abuse:
 - Previous incidents of domestic violence by a spouse.
 - Financial dependency on the adult by the abuser.
 - Mental illness of abuser.
 - Adult children living with an older parent.
 - Abuser isolates adult to prevent the abuse from being discovered.
Factors Leading to Child Abuse:
 - Child living in areas with high poverty, unemployment or crime rates.
 - Child has physical and/or mental disability.
 - Abuser has a history of physical or sexual abuse as a child.
 - Abuser has low self-esteem, abuses drugs or alcohol, or suffers from depression or mental
illness.

22. SIGN OF ABUSE (ADULTS)
With both adults and children, there are a variety of signs that show that they may be suffering from abuse. These
signs can vary depending on the situation and are outlined here:
 PHYSICAL: bruises, broken bones, cuts or other untreated injuries in various stages of healing.
 SEXUAL: bruises around breast or genital areas; signs of sexually transmitted diseases (STDs).
 EMOTIONAL: the adult is upset or agitated, withdrawn, non-communicative, or paranoid.
 NEGLECT (including self-neglect): dehydration, malnutrition, pressure ulcers, poor personal hygiene, unsafe
or unsanitary living conditions.
 FINANCIAL: unusual banking activity, missing financial statements or other personal items such as jewellery,
signatures on checks that do not match the adult’s signature.
SIGN OF ABUSE (CHILDREN)
 PHYSICAL: bruises, broken bones, cuts or other untreated injuries in various stages of healing.
 SEXUAL: bruises around breast or genital areas, signs of sexually transmitted diseases (STDs), pregnancy.
 EMOTIONAL: eating disorders, speech disorders, developmental delay, cruel behaviour, behavioural extremes.
 NEGLECT: poor hygiene, absenteeism, hunger, tiredness, begging for or collecting leftovers, assuming adult
responsibilities, reporting no caretaker at home.
 REPORTING:
 All persons responsible for the care of an incapacitated or vulnerable adult or child have a duty to report
suspected abuse and neglect. Failure to do so can often end in prosecution by the legal system. This is the
case in many countries across the world.

23. Verbal and Non-Verbal Communication
INTRODUCTION
 Effective communication happens when the intended meaning of the sender and the perceived meaning of
the receiver are the same.
 Carers need to have exceptional communication skills, as communicating information with clients, families
and stakeholders improves the service delivery.
 With the above in mind, this unit will present you with the skills necessary to become an effective, efficient
communicator for the benefit of your (potential) clients.
VERBAL
 Successful verbal communication occurs when an individual uses a combination of words or writing in
order to pass on information to a specific recipient.
 Sign language and braille are considered forms of verbal communication.
 Braille is the writing system that uses raised dots, designed for touch by the human fingers, to express the
letters of the alphabet and hence communicate in written form.
NON-VERBAL
 Successful non-verbal communication occurs when an individual does not use words and still successfully
passes on information to a specific recipient.
 There are several categories: facial expressions, head movements, hand and arm gestures, physical space,
touching, eye contact, and physical postures.
 Even a person’s emotions or how they dress can influence the communication process. As much as 90% of
communication can be non-verbal.
 Carers need to be aware of their own and their client's non-verbal language as this is a form of
communication.

24. Assertive Communication
AGGRESSION
Aggressive communication may be physical, non-verbal, or verbal and can be used to humiliate
or demean another person with, for example, profanity or blaming.
Why People Communicate Aggressively
 They anticipate being attacked and overreact aggressively.
 They are provoked and react spontaneously.
 They are initially non-assertive. Their anger builds until they explode.
 They have been conditioned to use aggressive behaviour as a way of getting what they want
or as a defence mechanism.
 They never learned the skills for being assertive.
Consequences of Aggressive Communication
 They get their own way but often alienate others.
 They are often lonely and feel rejected.
 They receive little respect from others.
 They may develop high blood pressure, ulcers and even a heart attack.

25. PASSIVITY
The word passive refers to “not resisting”. A verbally passive person keeps quiet and may withhold feedback. This makes
communication more difficult.
Why People Communicate Passively
• They believe they have no rights.
• They fear negative consequences.
• They do not know how to communicate their needs.
• They were always socialised to be compliant and accepting.
Consequences of Passive Communication
• They avoid conflict but often appease others.
• They lose self-esteem.
• They develop a growing sense of anger and hurt.
• They may develop headaches, ulcers, backaches and other symptoms.
ASSERTIVENESS
 Assertiveness is the ability to say what you want to say but still respect the rights of others. You are not a doormat
or a bully. When you are assertive, you are honest about your opinions and feelings. At the same time, you try not
to criticise or put others down. As a carer, you should strive to use assertive communication at all times.
 Why Communicate Assertively?
 It is respectful of yourself and others.
 It recognizes your needs as well as those of others.
 It is constructive, honest, open, and direct communication.

26. Awareness of Attitudes
ATTITUDE
The attitudes we have can seriously affect our communication with others. Our attitude towards
ourselves determines, to a large extent, how we communicate with others.
 If we have an unfavourable self-attitude, the receiver may notice our uneasiness.
 If we have a favourable self-attitude, the receiver may notice our self-confidence.
 When favourable self-attitude is too strong, receivers can sense falsehood or obnoxiousness.
This can be overbearing for the receiver and result in a defensive or hostile reaction.
BEHAVIOUR
 Attitude toward the receiver and the receiver's attitude toward the sender influences
communication. Our messages are different when we communicate the same content to
someone we like than to someone we dislike.
 We also structure our messages differently when talking to someone in a higher position
than ours, in the same position, or in a lower position, regardless of whether we like them or
not.
 It is important to maintain a positive and professional attitude with your clients, despite your
attitude and emotions and your clients.

27. Barriers to Communication
Poor listening skills contribute to poor communication. Listening involves not just hearing the
message but the ability to understand, evaluate and respond. As a carer, you need to be an
active listener.
Steps to improving your listening skills:
 Be quiet. Pay attention to what the other person is saying.
• Stop all other activities. Focus on the speaker.
• Look and sound interested. Listen for feelings.
• Do not interrupt the speaker. Let the speaker finish, even if it takes a long time.
• Do not try to think of a response while the person is speaking.
• Do not finish sentences that the speaker begins. Clarify what the speaker is saying.
Other barriers to communication - avoid the following:
• Giving advice, making a judgement, and focusing on yourself.
• Giving false reassurances about your client’s physical or emotional condition.
• Discuss your own problems and concerns.
• Discuss topics that are controversial, such as religion and politics.
• Using clichés or platitudes, for example, “Absence makes the heart grow fonder”, etc.

28. Developing Communication Techniques
THERAPEUTIC
Therapeutic communication is a process designed to involve the client in conversation that
benefits their physical or mental well-being.
Good communication between the carer and the client is important to provide services that
meet the person's needs.
Some useful techniques to promote therapeutic communication with a client include:
• Use open-ended comments to encourage conversation.
• Learn more about the person to meet the person's needs.
• Use paraphrasing or reflective responses to clarify information.
STRATEGIES
Therapeutic Communication Strategies:
Open-ended questions let patients engage in the conversation and share information. It gives
them the chance to tell you what is important to them. Closed-ended questions are answered
by “yes” or “no”, e.g. Did you eat breakfast today? Are you feeling okay?
Open-ended questions ask for more detail:
 What did you have for breakfast today?
 Could you describe how you are feeling today?

29. "I" MESSAGES
It is recommended to use “I” messages instead of “You” messages. You-messages
can put the blame on others, but an I-message is assertive. It shows that you take
responsibility for your own feelings.
You-message: You make me worry when you don’t talk to me.
I - message: I feel worried when I cannot communicate with you.
REFLECTION
Using reflective responses can help the speaker to clarify their intentions. There are
several specific techniques you can use:
A. Restate what the speaker has said.
B. Pay attention to feelings.
C. Don’t guide the conversation or make suggestions.

30. Respect and Conflict Management
CONFLICT RESOLUTION
Sometimes a client or family member gets upset when you are in the home. It is important for you as the carer
to not get angry. You must be polite and professional, and you must respond in a way that is not
threatening. Use the following tips to resolve conflict professionally:
Conflict Resolution Strategies
• Listen intently. This lets the person know that what they have to say is important.
• If the person knows what they have to say has value, they will begin calming down.
• Do not respond with anger or become defensive. Try to see things from their perspective.
• Once they see you are an ally, not an enemy, you can communicate better with them.
RESPECTFUL COMMUNICATION
The most basic form of communication is using a client’s name. Some people want you to use their first name;
others prefer to be addressed formally. As a carer, you should ask your client how they would like to be
addressed.
It is also important to treat adults as adults. As a carer, you may work with people who have a hearing or
speaking disorder. Perhaps they take longer to respond. Sometimes you may have to repeat yourself. However, it
is disrespectful to treat an adult person as a child. Other ways of showing your clients respect include:
• Do not talk down to a person who has language difficulties.
• Use adult language; don’t use baby talk.
• Use adult words. For example, adults use “briefs” (not diapers).
• Choose adult books and TV programs for your clients.
• Let each person make choices. Don’t decide for them.

31. Sensory Impairments
VISION IMPAIRMENTS
As a carer, you will work with clients with a range of disabilities. It is important that you can communicate with all clients
effectively.
Visually impaired people can often be quite independent. Their level of independence often depends on a range of factors,
including the level of their visual impairment and how long they have been visually impaired.
When working with visually impaired people, it is important to keep the following in mind:
• Don’t be surprised if the person would rather help themselves.
• If you are uncertain how to help, ask the one who needs assistance.
• When addressing a person who is blind, it is helpful to call them by name.
• Do not touch the person’s guide dog.
• Let the person hold on to you versus you holding them.
• When walking into a room, identify yourself.
HEARING IMPAIRMENT
Similar to individuals with a visual impairment, individuals with a hearing impairment often enjoy a strong sense of
independence, depending on the level of their impairment and how long they have been impaired.
When working with hearing-impaired people, it is important to keep the following points in mind:
• If necessary, get the person’s attention with a wave of the hand, a tap on the shoulder, or another signal.
• Speak clearly and slowly, but without exaggerating your lip movements or shouting (with shouting, sound may be
distorted).
• Give the person time to understand and respond.
• Be flexible in your language. If the person experiences difficulty understanding what you are saying, rephrase your
statement rather than repeating it. If the difficulty persists, write it down.
• Keep background noise at a minimum. Turn off the TV, and step away from others who are talking.
• Place yourself in good lighting. Keep hands and food away from your face.
• Look directly at the person and speak expressively.
• When an interpreter accompanies a person, speak to the person rather than to the interpreter.
• Encourage the person to socialise. Some people with hearing impairment tend to isolate themselves.
• Maintain amplifier/hearing aids.

32. LANGUAGE IMPAIRMENT (APHASIA)
Some people can speak but not write. Others can write but not speak. Such language
disorders are called aphasia. It is often the result of a brain injury from an accident or a
stroke, but it does not affect intelligence.
When communicating with an individual with language impairment, keep the following in
mind:
• Get the person’s attention before you speak.
• Reduce background noise. Turn off the TV. Give the person time to respond.
• Use simple communication, but keep it adult. An example is yes/no choices.
• Don’t speak louder, and don’t talk down to the person.
• Use and encourage different communication techniques (drawing, gestures).
• Give feedback to encourage the person; don’t correct or criticize.

33. Cognitive Impairments
MENTAL HEALTH IMPAIRMENT
A person with an emotional or behavioural health issue may have distorted thinking. He or she may hear voices,
see things that aren’t there, be paranoid, or have difficulty communicating. Usually, this does not mean the
person is aggressive unless he or she feels threatened. Here are some communication guidelines to use:
• If the person has difficulty having a conversation with you, he or she may be able to enjoy your company in
other ways. Consider watching television, listening to music, playing cards or being read to. Talk about childhood
events.
• Allow the person to have personal space in the room. Don't stand over him or her or get too close. This includes
touching the person. The person may hit you if you try a soothing touch.
• Don't block the doorway; avoid continuous eye contact.
• Try to remain calm with a soothing approach. Speak with a slow-paced and low-toned voice.
• Use short, simple sentences to avoid confusion. If necessary, repeat statements and questions using the same
words.
• Establish a structured and regular daily routine. Be predictable. Be consistent. Do not say you will do something
and then change your mind.
• Offer praise continually. If the person combs his or her hair after three days of not doing so, comment on how
attractive he or she looks. Ignore the negative and praise the positive.
• Avoid over-stimulation. Reduce stress and tension.
• Respect his or her feelings. Saying, "Don't be silly, there's nothing to be afraid of," will get you nowhere. Allow
the person to feel frightened by saying something like, "It's all right if you feel afraid. Just sit here by me for a
while."

34. COGNITIVE/MEMORY IMPAIRMENT
A person with cognitive or memory impairment has difficulty thinking and remembering. They
can become very embarrassed if you ask them names or dates. Since their long-term memory is
much more intact, they may dwell on events in the past and not remember such things as a
relative’s death or that a child has grown up. The two most important factors when working with
individuals with cognitive impairments are your actions and your reactions to the individual and
their behaviour.
When communicating with individuals with cognitive/memory impairment:
• Use a calm voice and be reassuring. The person is trying to make sense of the environment.
Use redirection and give honest compliments.
• Do not argue with the person. If the person tells you they are waiting for someone to come,
and you know that that person died several years ago, do not state, “You know such and such
died several years ago.” The person may get mad because they feel you are wrong or become
grief-stricken because they have just learned the person died. It would be better to reassure the
person that everything is all right; the person has just been delayed. Then divert their attention
to another activity.
• Treat each person as an individual with talents and abilities deserving of respect and dignity.
Individuals can usually tell if they are being talked down to like a child, which can make the
situation worse.

35. Guide to Wheelchair Etiquette A.
As a carer, you will often encounter clients who are confined to or use a wheelchair. It is
important that you are aware of wheelchair etiquette so you do not offend clients. Standard
wheelchair etiquette can vary from country to country. However, some common rules
apply. When working with people in wheelchairs, keep the following in mind:
• Ask permission. Always ask the person if they would like assistance before you help. It may be
necessary for the person to give you some instructions. An unexpected push could throw the
person off balance.
• Be respectful. A person’s wheelchair is part of their body space and should be treated with
respect. Don’t hang or lean on it unless you have the person’s permission. When a person
transfers out of the wheelchair to a chair, toilet, car or other object, do not move the wheelchair
out of reaching distance.
• Speak directly. Be careful not to exclude the person from conversations. Speak directly to the
person, and if the conversation lasts more than a few minutes, sit down or kneel to get yourself
on the same level as the person in the wheelchair. Also, don’t pat a person in a wheelchair on the
head, as it is a degrading gesture.
• Give clear instructions. When giving instructions to a person in a wheelchair, be sure to
include distance, weather conditions, and physical obstacles which may hinder travel.

36. Guide to Wheelchair Etiquette B.
• Act naturally. It is okay to use expressions like “running along” when speaking to a person in
a wheelchair. It is likely the person expresses things the same way.
• Wheelchair use doesn’t mean confinement. Be aware that persons who use wheelchairs are not
confined to them.
• Questions are okay. It is all right for children (or adults) to ask questions about wheelchairs
and disabilities. Children have a natural curiosity that needs to be satisfied so they do not
develop fearful or misleading attitudes. Most people are not offended by questions people ask
about their disabilities or wheelchairs.
• Some persons who use a wheelchair for mobility can walk. Be aware of the person’s
capabilities. Some persons can walk with aids, such as braces, walkers, or crutches and use
wheelchairs some of the time to conserve energy and move about more quickly.
• Persons who use a wheelchair for mobility are not sick. Don’t classify persons who use
wheelchairs as sick. Although wheelchairs are often associated with hospitals, they are used for a
variety of non-contagious disabilities.
• Relationships are important. Remember that persons in wheelchairs can enjoy fulfilling
relationships which may develop into marriage and family. They have physical needs like
everyone else.
• Wheelchair use provides freedom. Don’t assume that using a wheelchair is in itself a tragedy.
It is a means of freedom which allows the person to move about independently. Structural
barriers in public places create some inconveniences; however, most public areas are becoming
wheelchair accessible.

37. Module 1 Summary
 All information about a client, whether written on paper, saved on a computer,
or spoken aloud, is to be treated as private and confidential.
 Clients need to trust the carer before they will feel comfortable enough to
share any personal information with them. This may take time to achieve.
 All persons responsible for the care of an incapacitated or vulnerable adult or
child have a duty to report suspected abuse and neglect.
 Carers need to have exceptional communication skills, as communicating
information with family and the agency improves the care for the client.
 Therapeutic communication is a process designed to involve the client in
conversation that is beneficial to their physical and mental well-being.
 As a carer, you will work with clients with a range of disabilities. It is, therefore,
important that you practice the appropriate behaviours for each case.

38. Module 2: Fundamental Skills in Caregiving
Learning Outcomes
After completing this module you will be able to:
 Outline the causes and effects of stress and the most efficient ways of
preventing and managing it.
 Develop the time management and organizational skills necessary to provide
efficient care for clients.
 Define the importance of good body mechanics when performing lifts.
 Discuss the role that observing, reporting and documenting plays in the
provision of care.
 Explain the importance for carers of having cultural awareness.

39. STRESS
Learning to manage stress is essential, not only to be effective in the workplace but also to protect your health.
High levels of stress should not go ignored.
As a carer, you may often experience stress in the workplace due to the emotional burden of working with
clients who have severe disabilities.
Stress is a person’s response to difficult situations: feeling irritated, anxious, or sick. When the stress level is
manageable or when we have developed effective coping mechanisms, the impact of stress on our lives is
minimal. Unfortunately, we do not always recognize the degree of impact.
SYMPTOMS
Too much stress can have quite a negative effect on your performance as a carer, as it can lead to you making
bad decisions that affect your own competency and the welfare of your client. There are common signs and
symptoms that are indicators of stress, including:
- Crying and feeling depressed.
- Uncomfortable, irritated, high blood pressure, shortness of breath.
- No energy and difficulty sleeping at night.
- Suffering from anxiety and stomach pains.
CAUSES
Stress is often negative, but it can be positive. Stress can occur from too much work, unrealistic deadlines, and
financial pressures. Perhaps you are dealing with family issues while working a heavy schedule. If you have
health problems or can’t sleep, things just get worse. This is negative stress.
Stress is also triggered by some of life's happiest moments. This can include getting married, having a baby,
buying a home, or starting a new job. These events are often associated with positive outcomes, and they are
very meaningful. This means they require a lot of personal energy and investment. In these situations, stress
acts as a motivator. It is positive stress.

40. Stress Solutions
STRESS (EFFECTS)
Research shows that some stress is good. Stress “revs up” the body, creating naturally-occurring
performance-enhancing chemicals like adrenaline and cortisol. These are hormones that get
us prepared for emergency action. This gives a person a rush of strength to handle an
emergency (fight or flight). It can heighten the ability to “fight tigers” in the short term.
If severe stress goes unchecked for a long time, performance will decline. The constant
bombardment by stress-related chemicals and stimulation will weaken a person's body,
ultimately leading to degenerating health. In extreme cases, it can cause psychological
problems such as post-traumatic stress disorder or cumulative stress disorder.
MANAGING STRESS
There are many ways of managing stress. As a carer, you need to find out what strategies work
for you, allowing you to provide the best care possible to clients.
Components of effective stress management include:
1. Exercise, diet and rest.
2. Strong social support and setting realistic expectations.
3. Using effective time management and communication strategies.
4. Using positive self-talk and relaxation techniques.

41. Stress Management Tips:
Remember to reduce your stress levels by: taking time to relax; eating and sleeping
better; exercising; having someone/others to talk to; avoiding causers/sources of
stress. There are many benefits, including:
Looking forward to getting up in the morning.
Starting the day with a positive attitude.
Increasing your coping skills and stamina.
Having more energy, feeling less burdened.
Being able to make better decisions.
Being able to perform better.

42. Time Management and Scheduling
TIME MANAGEMENT
As a carer, it is important to work smart and be organised. Prioritise tasks and plan ahead. This will
give you time for unforeseen emergencies.
It is easy to spend too much time responding to immediate problems. Then you might be moving
into the danger zone of high-stress levels and possible burn-out. People whose lives seem always
to be at the mercy of circumstances are usually those who wait for things to happen and then react
to them. Other people seem more on top of things. They are usually those who see things coming
and act in good time to guard against them.
Note: Do not neglect activities just because they are not urgent; otherwise, they will soon be. An
example is putting off getting gas until the last minute and then not being able to find a
gas station.
You should aim to schedule at least half your time planning ahead, leaving the rest of your time
available for reactive and maintenance tasks (e.g. keeping things running smoothly), as well as
unexpected interruptions. An example is deciding what you will wear the next day and laying it out
the night before, cutting down the last-minute rush in the morning.
PRIORITIZING DUTIES
WORK SCHEDULE A.
WORK SCHEDULE B.

43. PRIORITIZING DUTIES
Before you can develop a work schedule, you should make a list of all the tasks that need to be done. Prioritise the list of
your daily tasks by assigning a value (A, B, or C) to each item on the list, as outlined below:
Category A - Must Be Done. Activities include those that possibly affect the health and safety of the client. Examples would
be bathing for an individual who is incontinent or washing soiled bed linens.
Category B - Important and Should be Done. Category B activities allow you to plan ahead but can wait until A tasks are
done. Care must be taken because Category B can quickly become Category A! Examples would be grocery shopping for
supplies and shampooing hair for a family outing.
Category C - Less Important. Activities in this category can be done when the A and B tasks are done. Examples would be
rearranging dresser drawers or polishing silverware.
WORK SCHEDULE A.
Developing a work schedule is heavily recommended for all carers, as it will help you develop a sense of organisation and
manage your workload accordingly. Follow the steps outlined below in order to do so:
Step 1: Establish a time for planning at the beginning of a shift or each week. Enter all fixed activities into your
schedule. Develop a priority tasks list, as described earlier, to identify and prioritize all the tasks you have to complete.
Step 2: Complete your schedule by transferring the items on your priority tasks list to your schedule. Put the A items first,
followed by the B items and finally, as many of the C items as you think you can accomplish. Each evening, check your
schedule for the next day and make modifications as needed.
WORK SCHEDULE B.
Step 3: Combine activities. Use the "two-fer" concept: begin two tasks, using the downtime on one to work on the other (for
example, washing dishes while clothes are in the dryer). Make room for entertainment and relaxation for both you and the
client. Plan fun activities on your priority list.
As you plan the schedule for the client, make sure you plan time for yourself. Use these same tips to schedule tasks for your
personal life. Make room for entertainment and relaxation. Make sure you have time to sleep and eat properly.
Sleep is often an activity that carers use as their time management bank. When they need a few extra hours for activities or
work, they withdraw a few hours of sleep. However, doing this makes you tired, less productive, stressed and burned out.

44. Personal and Professional
Boundaries
BOUNDARIES
Carers need to conduct themselves in the best light possible when they are performing their duties. In order to
do so, it is recommended that all carers take time to consider the professional and personal boundaries that they
establish while working. A definition for both terms is provided below:
Professional Boundaries: these are guidelines for carers at work. They describe how to speak and react to the
client and family members. This can include the use of first names or last names, participation in family events,
and sharing of personal information.
Personal Boundaries: these are about your own expectations. How do you want to be addressed and treated?
Often professional and personal boundaries overlap. The carer must establish personal boundaries so working
relationships do not become confused.
PERSONAL
Boundaries are the lines that define your own personal space. Crossing the line means violating a personal
boundary. Carers need to ensure that their personal boundaries are as clear as possible to their clients. If you
want people to treat you the way you want to be treated, you need to tell them about your boundaries. Follow
the steps outlined below in order to do so:
Identify Your Boundaries: How do you want people to speak to you? What behaviours are acceptable? Will you
tolerate people raising their voices or making jokes?
Tell People What Your Boundaries Are: Learn to say no. Tell people how to treat you using an assertive
communication style. Remind yourself how you want to be treated, for example, that you are a mature person
and a professional caregiver.
Enforce Your Boundaries: Don’t let others invade your space. Don’t let them make you uncomfortable. Tell them
in a polite and assertive way when they cross the line.

45. GUIDELINES A.
When conducting your duties as a carer, it is important to establish professional boundaries that reflect well on your
profession. A range is outlined here:
• Share personal information only if you think it may help the individual.
• Don’t talk about your own problems; the client may start worrying about your problems.
• As a carer, you are in the person’s home as a professional friend.
• Do not tell sexually oriented stories or jokes. Don’t flirt.
• Maintain a professional demeanour when you witness the client’s disability, pain, or personal problems. If you feel yourself
getting emotional or worried personally, speak to your supervisor or seek guidance from another trusted individual.
• Use touch sparingly. When you provide personal care, be respectful of the other person’s modesty and sense of
privacy. Don’t assume that people like to be hugged.
GUIDELINES B.
• Don’t let clients touch you in a way that makes you feel uncomfortable.
• Choose clothing that makes a professional impression. Clothes should be neat and not too casual or revealing.
• Choose personal hygiene products (make-up, cologne, after-shave) carefully. Keep your hair and nails groomed without
appearing flashy. Limit jewellery.
• Follow your agency’s policies on gifts. Report offers of large gifts to your supervisor.
• Don’t use the client’s personal items (phone) for your personal use.
• Don’t ask for a loan of money, car, or other items. Don’t buy or sell items from or to your client.
• You should be on time, and you should expect to leave on time unless the client cannot be left alone.
• If you spend unscheduled time with the individual, boundaries may be crossed. If the person needs more assistance, tell
your supervisor.
• Don’t feel guilty for leaving when your work is done.

46. Safe Lifting Techniques
BODY MECHANICS
Body mechanics is the utilisation of correct muscles to complete a task safely and efficiently, without undue strain
on any muscle or joint. Some of the most common injuries sustained by carers are severe muscle strains. Many
injuries can be avoided by the use of proper body mechanics when performing physical labour.
Using correct body mechanics is an important part of a carers job because:
A. If the carer does not take care of his/her back with correct body mechanics, the carer will not be able to
provide assistance.
B. Not using correct body mechanics puts the safety of the client and carer at risk.
C. Some injuries can cause permanent disabilities.
LIFTING GUIDELINES
Lifting with good body mechanics is critical to avoiding injury as a carer. The following six-step procedure
outlines how all lifts should be performed:
1) Start with a good standing position; feet are shoulder-width apart, and keep knees bent slightly.
2) Keep your centre of gravity (which is usually right behind the navel) over the base of support (which is the
proper stance the person is in).
3) Squat with the chest and buttocks sticking out. This position will keep your back flat.
4) When you squat down or squat back up, place your elbow or hand on your thigh or the counter to take some
pressure off your back.
5) Use leg and upper body muscles when elevating/lowering an object, keeping the body in alignment.
6) Utilise the whole body to complete the task. Keep the object close to the body (a 10-pound weight at arm’s
length will put 150 pounds of pressure on your back).

47. Action Summary
Reporting is the verbal communication of observations and actions taken to the team or
supervisor by the carer, usually in person or over the phone.
It is always better to report something than to risk endangering the person, the agency, and
yourself by not reporting it.
Reporting helps your supervisor act accordingly so that arrangements can be made to provide
care.
Documenting, also called charting, is important. It is the written communication of
observations and actions taken by the carer. It is essential to have written documentation so it
is available for authorized individuals to reference.
Accurate and regular documentation is an absolute necessity in the caregiving industry as it is
used to: provide a record of the exact care that the client received, evaluate the care plan and
clarify any complaint issues.
When you document or report your observations and actions, it is important that you are
objective. Write down facts and describe exactly what happened.
Opinions are less useful because you may interpret a situation one way, but another person
may have a different opinion.
Keeping accurate documents is crucial as it provides an account of the exact care received by a
client.

48. Cultural Considerations
DEFINITION
Culture refers to behaviour patterns, arts, beliefs, communications, actions, customs,
and values. They are linked to racial, ethnic, religious, or social groups.
As a carer, regardless of what region of the world you work in, you will encounter
clients who come from various cultural backgrounds.
To care effectively, you must possess cultural competency and awareness. Cultural
awareness is important so you do not risk offending clients.
COMPETENCY/AWARENESS
Cultural competency is defined as sensitivity and respect given to people regardless
of their ethnicity, race, language, culture or national origin. It enables professionals to
work effectively in cross-cultural situations.
Cultural awareness is the development of sensitivity and understanding of other
ethnic groups without assigning values such as better or worse, right or wrong. This
usually involves internal changes in terms of attitudes and values. Awareness and
sensitivity also refer to the qualities of openness and flexibility that people develop in
relation to others.

49. Module 2 Summary
Learning to manage stress is essential, not only to be effective in the workplace but also to protect your health.
High levels of stress should not go ignored.
Too much stress can have quite a negative effect on your performance as a carer, as it can lead to you making decisions that
affect the welfare of your client.
There are many ways of managing stress. As a carer, you need to find out what strategies work for you, allowing you to
provide the best care possible to clients.
As a carer, it is important to work smart and be organized. Prioritize tasks and plan ahead. This will give you time to react to
emergencies.
Body mechanics is the utilisation of correct muscles to complete a task safely and efficiently, without undue strain on any
muscle or joint.
The purpose of observing, reporting, and documenting is to communicate any changes or status that may be occurring with
an individual and/or their family.
Early identification of changes in an individual’s daily routines, behaviour, appearance, general manner or mood, or physical
health can help to improve their condition.
As a carer, you should appreciate the fact that a change in the home environment of a client can have a significant effect on
their wellbeing.
A care plan or support plan (depending on the agency terminology) is a written plan created to meet the needs of the person
who is in receipt of the care.
Documenting, also called charting, is the written communication of observations and actions taken by the carer in the care of
the individual.
Cultural awareness and cultural competency are important traits for a carer to possess.

50. Thank You,