AGES: Activating and guiding the engagement of seniors

1. AGES: Activating and guiding the engagement of seniors Troubleshooting & Distress

2. Troubleshooting during the intervention • Training environment: Ensure the room has space for you to work, that it is well aired and that you are comfortable. Make sure the user has had something to drink. Work at an appropriate pace. • User is unwell: May require re-scheduling, and if more than several days, liaison with home or locations supervisor if longer. Be aware that additional time might be required to review if considerable time lost between sessions. Record loss of time in Research Log. There are various factors that can get in the way of smooth delivery of the intervention. These might involve or include:

3. Troubleshooting during the intervention • Technician is unwell:May require rescheduling. Contact user if able, to make another time, or contact supervisor to re-arrange on your behalf. • Questions about project: There may be queries you are unable to answer immediately. Those relating to computer and software should be directed to your IT lead, and general queries to project lead. • Emergency assistance: May be required in the case of accident or illness. Use your emergency contact numbers s required and record in Research Log.

4. Troubleshooting during the intervention • User withdrawal: It is possible that after consenting, a user may wish to withdraw from the study. In this event we are unable to leave them with the computer (as this will need to be used by another user to replace them). Enquire why the user wishes to withdraw, record reasons and inform supervisor. • Research Log: You will each have a Log to record events, incidents and important experiences. At the end, you will be asked to return these so the project has an accurate record of the experiences that you and users have of the intervention.

5. Managing sad or distressing memories • While it is always important to promote positive emotions, experiences and recollections, we need to recognize the potential that some might be negative or distressing. This is probably most likely in the context of recollection when collating life history materials. • Given this, it is critical to ‘check in’ with users during the intervention and bear the following in mind: • Recollection of a sad or difficult time is not necessarily bad, and at times we need to explore and acknowledge negative emotions.

6. Managing sad or distressing memories • If sad or difficult memories are recalled, don’t avoid them. Acknowledge them and allow a little time to discuss to gain perspective. Sharing memories offers an opportunity to re-examine them. • Respond with compassion and try to share some understanding of the experience for the user. But do steer to more positive memories if you feel the person is becoming distressed. • Record any such experiences and outcomes in your Research Log.

7. Managing sad or distressing memories • On very rare occasions, this might lead to feelings of low mood and require some follow up. This might occur if you see signs of: • intense anxiety or tearfulness, • difficulty moving on from the experience • Changes in eating, sleeping, or self-care habits, • Withdrawal from regular activities.

8. Managing sad or distressing memories • What should you do: • Do not avoid the memory or experience. • Talk about the memory/experience and how the person feels about it now • If the person wishes to discontinue, offer to come back another time and/or arrange a time to catch up briefly over the phone in the meantime. • Contact your locations or home supervisor to let them know about the user’s reaction. Ask your supervisor to keep you informed of any issues that arise about the user of which that they become aware. • If longer-term signs of distress are identified, contact your locations home supervisor or manager who can arrange for professional support and counseling. • Document the reaction in your Research Log.

9. Managing anxiety • Make sure the environment is right for learning (i.e., quiet, good temperature control), that the user is well hydrated, and not ill. • Use simple language and repeated demonstration during training. • Reassure users that it takes time to learn these methods; hence the reason for 1 month of training and 2 months of follow-up. • Encourage users to reference their manuals. We need to acknowledge that some users might experience anxiety about learning to use computers and interact with social media. There are a few things you can ensure to reduce this possibility:

10. Managing anxiety • If anxiety arises: • Stop the activity and try to calm the person. Encourage steady, regular breathing to calm them. • Talk about the distress and re-assure the user it can be managed. Use your own examples of learning, to show it takes time to master many of these methods and that we’re all still learning. • Take time to have tea/coffee, suggesting a return to the training following this and with the user’s permission. • As noted earlier, inform your locations or home supervisor about the distress and document this in your Research Log.