Week 5 Competencies & Reflection

Competencies (6)

6.1 Determine factors that affect communication with the identified audience(s).

6.1.1 Segment the audience to be addressed, as needed.

6.1.2 Identify the assets, needs, and characteristics of the audience(s) that affect communication and message design (e.g., literacy levels,
language, culture, and cognitive and perceptual abilities).

Summary: This week, I spent time finalizing the rough draft of Volume 1 over early dementia. I segmented the audience to be addressed by identifying the ages and circumstances in which people would need to know this information and be able to understand it (6.1.1). The specific audience for Volume 1 would most likely be adults (45+) or older adults (65+) who are caregiving for a family member with early-stage dementia. The guide acts as if they know nothing about caregiving and need step-by-step instructions for caregiving in the early stage. This ensures that no information is missed, and even if someone thinks they already knows, they can double-check their understanding. For this specific audience, they would need to understand the stages of dementia, daily planning (nutrition, exercise, sleep), healthcare management and documents, legal and financial management and documents, and safety considerations – all of which can be ready up to an 8th grade level (6.1.2). Volume 1 sets clear expectations for what is to be expected in early-stage dementia patient as well as what to begin considering for the long-term.

6.3 Develop message(s) using communication theories and/or models.

6.3.3 Tailor message(s) for the audience.

Summary: To finalize Volume 1 that focuses on early-stage dementia, I ensured that all messages were tailored to the specific audience (6.3.3). Messages included sensitive, yet affirmative and a call-to-action for the audience. They recognized the difficulty, confusion, and frustration that begins in the early stages of dementia for caregivers and offered action-based solutions to these issues. The messaging also attributes to a “journey” in which the book is meant to “guide” caregivers through the “unknown path” of dementia.

Reflection: What, So What, Now What?

This week at the CARE Center, I spent time ensuring that the language and messaging were appropriate for Volume 1. The main point that Jenay and Sarah made sure I knew about messaging is to keep the idea of dementia caregiving being a “journey through the unknown” and that the point of the care guide was to walk them through this journey through action-based solutions, empathy, and knowledge. This was important to replicate throughout Volume 1, so after completing the Volume 1 I spent time going back over the language and messaging so that it specifically caters to caregivers at any level of experience and knowledge. For next week, I plan to keep these ideas in mind when working on Volume 2.