Reminiscence Therapy Sierra Corbin Do you remember https

Reminiscence Therapy Sierra Corbin

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Do you remember…?

Overview Understanding RT Candidates for RT Our RT Sessions Lead’s Role Taking Data Contacts

Reminiscence Therapy (RT): What It Is “Reminiscence Therapy is the process of recalling personally experienced episodes from one’s past…although reminiscence can be evoked through primarily verbal means, often props such as music, pictures, objects, and sounds are used to facilitate reminiscence. ” –(Esther S. K. , et al, 2006, p. xxiv) Can be individual or group

Effectiveness of RT Improved cognition (at follow-up), Improved mood (at follow-up) Decreased depression General behavioral function improved (at the end of the intervention period) Decrease in caregiver strain Improved staff knowledge of group members' backgrounds No harmful effects Woods, B. , Spector, A. , Jones, C. , Orrell, M. , & Davies, S. (2009). Reminiscence therapy for dementia. The Cochrane Database of Systematic Reviews, (2), 1 -34. doi: 10. 1002/14651858. CD 001120. pub 2. Stintson, C. K. , (2009). Structured group reminiscence: an intervention for older adults. The Journal of Continuing Education in Nursing, 40(9), 521 -528.

Implementation Requirements Individuals at a similar level of cognitive-linguistic ability Small staff to client ratio Group facilitators should be familiar with cognition and communication in aging and dementia possess skills in time management, appropriate topics, and group dynamics Central theme per session, including relevant multi-sensory props/stimuli to serve as retrieval cues Personally relevant photos and other props to aid in retrieval of memories Should take place at least weekly. More frequent and/or more sessions may result in stronger effects as suggested by evidence Kim, E. S. , Cleary, S. J. , Hopper, T. , Bayles, K. A. , Mahendra, N. , Azuma, T. , Rackley, A. (2006). Evidence based practice recommendations for working with individuals with dementia: group reminiscence therapy. Journal of Medical Speech. Language Pathology, 14(3), xxiii- xxxiv.

Implementation- Session Requirements Knowledge of client’s background and experiences E. g. , h/o career, hobbies, war participation, family, religion, and diet textures/consistencies (if providing snacks) Separate space with limited environmental distractions, including passerby and televisions Table to sit around and to place objects, large enough for wheelchairs Large screen with good speakers Personally relevant items when needed

Candidate Requirements Deficits: Episodic memory (i. e. autobiographical events) impairments as a result of progressive dementia Mild to moderate dementia severity Abilities: Attend to and tolerate social interaction within a group without excessive disruption to other group members Engage in conversation Functional vision and hearing capabilities to participate in reminiscence therapy activities involving sensory stimuli

Clients with Dementia Cognition: the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses Language: a systematic means of communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or marks having understood meanings Dementia: a usually progressive condition marked by the development of multiple cognitive deficits (such as memory impairment, aphasia, and the inability to plan and initiate complex behavior) Therefore: cognitive-linguistic abilities are effected and are progressive

Clients with Dementia: Umbrella term Cognitive changes: Memory Communication Safety awareness Problem solving/reasoning Orientation/confusion Planning ability Sequencing ability Task initiation

CDS Sessions 1. Introduction of clinicians, staff, and clients in the first session (using a personal item) 2. Present theme Pass around manipulatives, pictures, scents, and sounds Story share (ask clients if they have a story to share about theme/stimuli) Fun facts (clinicians share fun facts about theme) and trivia (e. g. , “How much did it cost to go to the movies in the 1950 s? ”) Music and video with discussion Simple games (e. g. , playing marbles or word to picture matching) 3. Introduce next session’s theme and obtain client information to plan for next session 4. Student reflection with supervisor and group

Sensory Stimuli Auditory Music, sounds (e. g. children playing), old commercials, radio shows, speeches Olfactory Strong memory link Scents related to theme/topics (e. g. , cinnamon sticks for holidays) Visual Pictures (e. g. , ‘Our American Century’ series or print outs) Videos Tactile Manipulatives (e. g. , vintage toys, clothing, cookware) Gustatory Tastes related to theme/topic

Sensory Stimuli Example Session: Auditory Stimuli: Olfactory Stimuli: Visual Stimuli: Tactile Stimuli: Gustatory Stimuli:

Lead’s Role Develop session agenda central to theme Bring stimuli Pick-up and drop-off objects from Treasure’s from the Heart Facilitate group discussion and smaller conversations Create opportunity for group sharing by asking individuals questions Create opportunity for smaller discussions with games (e. g. matching famous people to their name) and connecting clients (“I wonder if Katherine has any suggestions for you? ”) Manage talk times so every person has equal sharing Attempt to make topics/tasks relevant to client experiences If clients had a paper route, have them show the group how they folded the paper If clients played marbles, have them show you how to play (yes, we have them!) Use 4 -5 senses if possible, every session should at least include visuals, manipulatives, and auditory stimuli Music and video are big hits (encourage choral speaking and singing)

Considerations Have a visual reminder of the session’s theme and any other task Be thoughtful of seating arrangements Quite voices, HOH, wheelchair access, distractibility Encourage client input and creativity (e. g. , ask the clients questions ahead of time about your theme) If clients are sick or unavailable, other residents can join that session Allow as much access to participation as possible E. g. If you talk about the pledge of allegiance, play a video of children reciting it and have a HO of the words to assist with recall to say it as a group If you are not the lead, you are still expected to participate, ask questions, and cue as needed

Data Each student will follow one client throughout the term Routine Task Inventory (RTI) Communication Scale Choose the appropriate score after each session for receptive and expressive language Score due to supervisor Qualitative Write-up Client’s cueing needs, response to various stimuli, subjective status Due to supervisor MOCA, SLUMS, MMSE, SBT Initial screening for cognitive-linguistic score

Status Write-up Example Qualitative (Subjective) “Co. Si enjoyed the group setting and interacted with other group members and the CLNs. She demonstrated the ability to participate in the group dynamic and showed interest in the items, especially stimuli that was relevant to her life experiences. She benefitted most from music and tactile stimuli with the clothing. Co. Si required moderate cueing to initiate interaction with the objects and moderate cueing, verbal repetition of questions, in order to respond verbally and written cueing (i. e. , key words). ” RTI Score (Objective) Co. Si scored a 4 in Comprehension, d/t her need to have questions repeated and needing cueing to respond to others. She scored a 3 in Expression d/t her need for cueing to initiate and short utterances that are relevant to her own experiences. ”

Manipulatives Treasures from the Heart Address: 90034 Prairie Rd, Eugene, OR 97402 Hours: Thursday-Saturday 12 -6 Pick up Thursday, Friday, or Saturday Early hours are best, but whenever you are there, she prioritizes customers first When with you, she can help find or suggest items There are items (books, objects, and scents) in the materials closet across from Elise’s office The library and online are resources as well If you need to buy something, clear it with Sierra so that she can approve and pay for it (e. g. , snacks or an item that can be used in other terms)

CDS RT Location and Contacts South Hills Rehab: 1166 E 28 th Ave, Eugene, OR, 97403 Lisa Alsip, Activities Coordinator Sierra Corbin: 541 -301 -8901 Barbara, Treasure’s from the Heart: 541 -688 -5840