Developing core competences for working therapeutically with people with dementia and their families

Background

Without a cure for dementia, providing psychosocial support to people living with the condition is imperative. There is a developing evidence base for psychological and therapeutic support for people living with dementia. However, there is little to guide therapists working in this area, in terms of approaches and techniques that are likely to be successful.

Methods

In the present study, we utilised different methods to engage people with dementia and their family members in discussions around ways in which psychotherapists could improve the delivery and accessibility of person-centred therapy, to develop core competences for therapists. We brought together evidence from interviews with people with dementia, their families, and psychotherapists, with workshops utilising a World Café approach.

Findings

We hosted four workshops with 47 participants in total. Using thematic analysis, we identified core themes across the different forms of data. We developed core competences in four areas: knowledge of dementia, therapeutic techniques and skills, therapeutic relationship and scope of practice.

Discussion

The competences developed present an overview of expectations for those working therapeutically with families affected by dementia. It is hoped that their development leads to increased awareness of the specialist skills needed to engage with people with dementia, valuing of these skills for psychotherapists.

Key Points

A range of therapeutic approaches have demonstrated benefits for individuals living with dementia. Working effectively with this population demands a therapist who is skilled, responsive and knowledgeable about their specific needs.

Currently, there are no established core competences for therapists working with people with dementia, which could provide them with the confidence and assurance that their therapeutic practices align with contemporary practice and evidence.

The competences developed here can be utilised by individuals to review areas of competence and identify priorities for professional development, in line with service priorities.