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www.hants.gov.uk
All About Me
Manual
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All About Me
CONTENTS
IntroductionWhy do we have All About Me? Page 2
Involving the Individual and Others Page 3
Writing style: ‘first-person voice’ and Plain English Page 4
Valuing & Respectful Language Page 5
White and Coloured Pages Page 6
Writing White Pages
All About Me Page 7
Communication Passport Page 8
You Need to Know Page 9
Other White Pages – What to include Page 10
Coloured Pages Page 11
What to Risk Assess – defining ‘Activities’ Page 12
Risk Assessments everyone must have Page 13
Hazards and Risks Page 14
Scoring the level of risk Page 16
Positive Support Strategies Page 18
Linking to Condition Specific Support Plans Page 20
Transferring the Risk Assessment to All About Me Page 21
Sharing All About Me books Page 22
Copying, Storing and Updating Page 23
Example Communication Passport Page 25
Example Blank Risk Assessment Page 27
Example Risk Assessment: Communication Page 29
Example Risk Assessment: Going into town Page 31
Example Risk Assessment: Showering Page 33
Example Risk Assessment: Swimming Page 35
1
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 1
All About Me
WHY DO WE HAVE ALL ABOUT ME?
Because people need to be in charge of their own support…● All About Me books are support plans.
● They are for people who use services to tell staff about themselves and give
clear instructions about how they want to be supported.
● The books advocate a service user-led approach to care and support which
promotes choice and independence.
Because staff need clear information on how to support each person… ● All About Me books follow a similar layout, this helps staff to get to know the
person and outlines the support they want in a quick and thorough way.
● Books should only contain up-to-date support instructions to avoid confusion
over multiple or outdated documents.
2
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3
INVOLVING THE INDIVIDUAL AND OTHERS
Individuals must always have the opportunity to be involved in writing their All About
Me book.
The extent to which each person is involved will depend on their level of
understanding and interest.
It is the staff member’s responsibility to ensure they have used every possible
method to involve the individual, this will include using a range of communication
aids and working together over a number of days or weeks.
With the individual’s consent, families and friends can be invited to contribute to the
book. If the individual is unable to consent, staff should act in their best interest
when deciding who to involve.
All About Me
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 3
4
WRITING STYLE
All About Me books belong to the individual and should always be written from their
point of view, using words they use and signs/symbols/pictures that are meaningful
to them.
Everything in the book should be written in the ‘first person’…
Where someone does not communicate verbally staff should try to use the tone and
language that best reflects their personality and family and friends should be
involved where appopiate. The book must still be written in the ‘first person’throughout.
Short words and sentences explained with pictures/symbols can help people to
understand and contribute to their All About Me book. Guidance on writing in this
style can be found on www.plainenglish.co.uk
4 I prefer baths to showers
8 John prefers baths to showers
Plain English Example…
8 It is necessary to ensure that Jennifer uses her walking aid
when accessing community facilities
4 I need to use my stick when I go to the shops
All About Me
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5
VALUING & RESPECTFUL LANGUAGE
The language used must be valuing and respectful throughout. This includes
avoiding implied judgements or language that is belittling.
Examples…
8 I am a messy eater and dribble a lot
4 I enjoy my food. After I’ve finished eating please help me to make sure
I’m clean and smart.
8 I get carried away in the bath and can splash around and make a mess.
4 I love baths, I need you to bring extra towels to make sure the floor isn’t
slippery before I get out.
8 I can be anxious and make strange noises like screeching, screaming,
banging objects and throwing things.
4 When I get anxious I show how I’m feeling by screaming, banging
objects or throwing things.
All About Me
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6
WHITE AND COLOURED PAGES
There are 2 main sections in an All About Me book, the white pages and the
coloured pages.
White Pages● The aim of the white pages is to help the reader to get to know the individual,
their personality, likes, dislikes and interests
● There should be no information on the white pages about staff approach to
support except in the ‘You Need to Know’ section.
Every All About Me book should start with the same 3 white pages
Page 1 All About Me
Page 2 Communication Passport
Page 3 You Need to Know
There is a description of the other White Pages headings on page 10.
It is up to the individual to choose the White Pages they want to include.
Coloured Pages● The coloured pages tell staff how to support the individual with their activities.
● The instructions are taken from the individual’s activity risk assessments (seecoloured pages section).
● The instructions for each activity are printed on coloured pages to notify staff
about the level of risk associated with each activity.
Green paper = Low RiskOrange paper = Medium Risk
Red paper = High Risk
All About Me
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7
ALL ABOUT ME
The aim of this page is for the person to give a brief introduction about themselves.
Here are some suggestions about topics that might be included. Remember, each
person’s book will be different and most will only include some of these.
Before you help someone to write this section it can be helpful to think about
what you’d write about yourself.
Always remember;● We all feel differently about introducing ourselves to new people and some
people will want to share more than others.
● This is the first impression we get of the person so the amount and detail of
information given must reflect their personality.
● There are other sections within the book where detail can be added about
hobbies, likes, family etc, it doesn’t all have to go in here.
Examples:
Hi, I’m Mark, I live in Winchester with my Mum and sister who’s called Joyce. I
enjoy watching all types of movies, especially Clint Eastwood. I would love to
travel more and see as much of the world as possible. I have a girlfriend called
Anne who lives in Eastleigh.
My name is Claire. I’m a cat lover and a BIG Saints fan.
I’m Liz. I like meeting people but I also like living on my own. I have my own flat.
In my spare time I like painting.
All About Me
Name Marital Status Age
Where I live Football team I support
Close Family Personal Anecdotes Place of Birth
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 7
8
COMMUNICATION PASSPORT
This is the format that must be used for the Communication Passport.
● Like the rest of the book, the Communication Passport should be written with the
individual and in the first person.
● The Communication Co-ordinator should help the person and their key worker to
complete the Passport.
All About Me
Place
Photo
Here
1. How do I express myself?(think about speech, vocalisations, body language, physical behaviour,
makaton, gesture, symbols…)
……………………’s Communication Passport
2. How much do I understand?(think about key words, familiar routine, more complex concepts such as
negatives, emotions, time…)
4. Anything else you might find helpful?(think about hearing loss, visual impairment, anything that can affect
communication)
3. Please do
4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Please don’t
8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. This was written in (month and year)
by (List all Involved)
?
month
______
day
______
year
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 8
9
YOU NEED TO KNOW
● The ‘You Need to Know’ section is used to highlight medical, behavioural or
specific support requirements. It should only include information that is crucial to
the care and support of the individual.
● The information on this page should aim to raise awareness and should be
written in short bullet points. Full details of the support approach should be
detailed in the coloured pages. (see coloured pages section)
● This section should be written in the first person but medical terms can be used
where these are needed to describe a specific condition.
Examples1. I have diabetes and follow a strict diet to stay healthy.
2. I find it very difficult when plans change. This can make me feel angry and I
can sometimes be aggressive. I have a behavioural support plan and need
help to cope if plans change.
3. I have 1:1 support at all times.
4. I have epilepsy and take rescue medication.
5. I am blind in my left eye and have very little vision in my right eye.
6. I use PECS to communicate and need to have my communication book with
me at all times.
All About Me
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 9
10
OT
HE
R W
HIT
E P
AG
ES
- W
HA
T T
O I
NC
LU
DE
Not
every
All
About
Me b
ook is t
he s
am
e,
there
are
a r
ange o
f headin
gs f
or
the
white p
ages a
nd t
he b
ook s
hould
only
conta
in t
he
ones
that
are
rele
vant
to t
he indiv
idu
al.
All About Me
I N
eed
Hel
p W
ith
…T
his
headin
g is n
o longer
used.
When u
pdating b
ooks t
hat
have t
his
section:
he
adlin
e info
rmation s
hould
be m
oved t
o ‘Y
ou N
eed t
o K
now
’
and g
enera
l in
form
ation e
.g.
help
with p
ers
onal care
, should
be w
ritten into
the R
isk A
ssessm
ents
and w
ill a
ppear
in t
he c
olo
ure
d p
ages.
So
me
Peo
ple
may
hav
e…
Thin
gs I L
ike
to T
alk
About
Does t
he p
ers
on h
ave a
part
icula
r in
tere
st
or
expert
ise t
hat
they lik
e t
o d
iscuss r
egula
rly?
Eating a
nd
Drinkin
g
This
is a
bout
die
tary
requirem
ents
, healthy e
ating
pre
fere
nces,
if t
here
are
relig
ious/faith b
ased
requirem
ents
. A
ny s
upport
for
eating g
oes in t
he
Ris
k A
ssessm
ent, n
ot
here
. If s
om
eone is a
t
sig
nific
ant
risk o
f chokin
g e
.g.
Dysphagia
write
it
in
You N
eed
To K
no
w.
I’m
work
ing
on t
his
This
is f
or
new
skill
s s
om
eone m
ay b
e learn
ing
e.g
. cookin
g.
It is lik
ely
to b
e t
hin
gs r
ela
ting t
o
independence.
It is im
port
ant
that
this
is
what
the
pers
on s
ays t
hey’re w
ork
ing o
n,
not
what
sta
ff
thin
k t
hey s
hould
be w
ork
ing o
n.
This
doesn’t
inclu
de t
hin
gs I
should
n’t d
o e
.g.
I’m
try
ing n
ot
to
hit p
eople
/be c
halle
ngin
g.
Mo
st P
eop
le w
ill h
ave…
My F
am
ily
Who’s
in t
he f
am
ily.
Where
they liv
e.
How
often t
hey
see e
ach o
ther. M
ay inclu
de p
eople
who h
ave d
ied.
Only
inclu
de t
he
people
the indiv
idual w
ants
to
inclu
de,
this
section isn’t just
for
listing a
ll r
ela
tives.
My F
riends
Only
inclu
de p
eople
the p
ers
on c
ounts
as f
riends.
Bear
in m
ind t
ha
t som
e p
eople
don’t h
ave ‘fr
iends’,
they m
ay n
ot
wa
nt
to d
o t
his
section o
r m
ay h
ave
rela
tionship
s t
he
y w
ant
to lis
t but
don’t c
ount
as
frie
ndship
s.
Thin
gs I
Lik
e
E.g
. pastim
es,
activitie
s,
inte
rests
, hobbie
s,
specific
TV
/radio
pro
gra
mm
es.
This
section m
ay a
lso
inclu
de t
hin
gs lik
e ‘I
like f
eelin
g s
afe
’, ‘I
like q
uie
t
pla
ces’, ‘I
like t
o k
now
the w
eath
er
fore
cast’.
Thin
gs I
Don’t L
ike
E.g
. fo
ods,
activitie
s.
This
section m
ay a
lso inclu
de
thin
gs lik
e ‘I
don’t lik
e b
ein
g a
lone’, ‘I
don’t lik
e it
when p
lans c
ha
nge’, ‘I
don’t lik
e b
ein
g t
old
what
to
do’.
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 10
11
COLOURED PAGES
The coloured pages tell staff how to support the individual with their activities. The
text for the coloured pages should be copied and pasted from column 4 (highlighted
blue below) of the individual’s activity risk assessments.
The following pages contain a step-by-step guide to completing the Activity Risk
Assessments and then transferring then to the All About Me book.
There are completed examples of Risk Assessments at the end of this manual.
All About Me
What are the hazards? What are the risks
and to whom?
Risk level
before
strategy is in
place?
(SxL)
Positive risk taking and individual
development strategy
(This information will be transferred tothe All About Me book)
Risk level
with
strategy
in place
(SxL)
Name of service user: . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . .
Unit name: . . . . . . . . . . . . . . . . . . . . . . Activity: . . . . . . . . . . . . . . . . . . . . . .
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 11
12
WHAT TO RISK ASSESS – DEFINING ACTIVITIES
● An individual should have a Risk Assessment for each activity they do that
poses a risk to themselves or anyone else, or for any activity for which they
receive any support (including prompting).
● Group risk assessments should no longer be used, each person should have their
own risk assessment for an activity even if they are participating as part of a group.
● If an individual has a medical condition e.g. epilepsy, this should be risk
assessed within the context of the activities they do, not as a stand-alone risk
assessment. This is because…
● The level of risk is likely to vary depending on the situation e.g. someone may
be more at risk if they have a seizure while swimming than while doing
jigsaws.
● The staff approach to support is likely to vary depending on the activity e.g. at
swimming someone may need 1:1 support at all times but while doing jigsaws
staff may need to be vigilant of signs of a seizure.
All About Me
ActivitiesBowling
Eating and drinking
Attending Day Services
Going into town
Showering
Bedtime Routine/Sleeping
NOT activitiesEpilepsy
Diabetes
Challenging Behaviour
Falls
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 12
13
RISK ASSESSMENTS THAT EVERYONE MUST HAVE
Every All About Me book must contain the following individual risk assessments…
Responding to the Fire Alarm
Taking my Medication
Managing my Money
Responding to the Fire AlarmThis should include…
● How you expect the person to respond day or night
● Support needed to leave the building
● Support if their escape route was blocked
● Risks to individual, staff and others
Section 7 of the Personal Emergency Evacuation Plan (PEEP) should be used to
inform the positive risk taking strategy (column 4 on the risk assessment).
Taking my Medication(needed unless the person does not take any medication at all)
This should include…
● How the person feels about taking their medication
● Level of staff involvement - administration/prompt
● Special routines e.g. taking the medication with drinks other than water
● Where medication is stored
● Support with re-ordering
If the individual self-medicates you still need to complete the risk assessment and
note in the support strategies where the person keeps their medication and whether
this poses a risk to anyone.
Managing my Money(needed unless the person does not need any support at all including prompting)
This should include…
● What level of understanding the person has about money
● Where money is kept
● Support needed to shop, pay bills, claim benefits
All About Me
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 13
14
HAZARDS VS RISKS
1. Begin the risk assessment by identifying the hazards and risks associated with
the activity.
2. Bear in mind that there are often several risks associated with each hazard.
3. Always state what is the risk and who is at risk
4. Remember that medical conditions are risks not hazards (see examples)
All About Me
What are the hazards? What are the risks
and to whom?
Risk level
before strategy
is in place?
(SxL)
Positive risk taking and individual
development strategy
(This information will be transferred tothe All About Me book)
Risk level
with
strategy in
place
(SxL)
Name of service user: . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . .
Unit name: . . . . . . . . . . . . . . . . . . . . . . Activity: . . . . . . . . . . . . . . . . . . . . . .
Service User: Ann Activity: Goingshopping
What are thehazards?
What are the risksand to whom?
Being alone Ann has epilepsy and
is at risk of going into
status if she has a
seizure when shopping
alone.
Ann is not confident
travelling alone and is
at risk of becoming
lost.
Environment Ann has epilepsy and
is at risk of injury if she
falls during a seizure.
Service User: Bob Activity: Swimming
What are thehazards?
What are the risksand to whom?
Water Bob is at risk of
drowning if he goes out
of his depth as he can’t
swim.
Bob is at risk of
drowning as he has
epilepsy and may have
a seizure in the pool.
Bob is unsteady on his
feet and is at risk of
injury due to slipping on
wet floors in the
changing rooms.
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15
Examples: (these are snapshots from risk assessments not a full list of hazards/risks for each activity)
All About Me
Service User: Joe Activity: Showering
What are thehazards?
What are the risksand to whom?
Other People There is a risk to Joe’s
dignity and self-esteem
due to other people’s
reaction to his body
odour as he cannot
reach to wash himself
fully.
There is a risk to Joe’s
dignity and self-esteem
because he doesn’t like
female staff to see him
undressed in the
shower.
Bacteria There is a risk of
infection and skin
breakdown as Joe
cannot reach to wash
himself fully.
Service User: Jim Activity: Eating
What are thehazards?
What are the risksand to whom?
Food Jim has dysphagia and
is at risk of death due
to choking if he eats
pieces of food larger
than 1cm3.
Jim is allergic to seafood.
He is at risk of death
from anaphylactic shock
if he eats seafood.
Other People Jim has a visual
impairment and often
spills food when eating.
Jim is at risk of loss of
dignity and self-esteem
because he worries
what other people will
think if he goes out with
food on his face and
clothes after eating.
Service User: Bill Activity:Communication
What are thehazards?
What are the risksand to whom?
Other People Bill is at risk of social
isolation because other
people he lives with
don’t know BSL and Bill
is often left out of their
plans and activities.
Other people Bill lives
with are at risk of injury
because when Bill feels
left out he can become
angry and physically
aggressive.
Bill is at risk of being
left in pain if people
supporting him do not
know BSL or recognise
his ‘pain noises’.
Service User: Eve Activity: Going intotown
What are thehazards?
What are the risksand to whom?
Dogs Eve is at risk of injury
or death because she
has a fear of dogs and
will run when she sees
one unexpectedly. In
the past she has
panicked and run into
the road. (Eve normally
has good traffic
awareness)
Other people are at
risk of injury and
death as Eve may run
into the road if she
sees a dog and cause
a traffic accident.
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 15
16
SCORING THE LEVEL OF RISK
Use column three of the Risk Assessment to calculate the level of each risk that has
been identified.
● There should be one score per risk.
● The score should be based on the worst-case scenario and estimate the level of
risk if there is no support in place.● Always use the Quantitative Risk Assessment tool (overleaf) when calculating risk.
● Always write the full calculation for each risk e.g. 2x4=8.
Overall risk of the activity● Once each risk has been scored look for the highest individual score. This gives
the overall risk level of the activity.
● Even if there is only one high score e.g. 4x5=20 and all other scores are medium
or low, the overall activity must be considered high risk.
Score of 1-6 = LOWScore of 7-12 = MEDIUMScore of 13-25 = HIGH
All About Me
What are the hazards? What are the risks
and to whom?
Risk level
before strategy
is in place?
(SxL)
Positive risk taking and individual
development strategy
(This information will be transferred tothe All About Me book)
Risk level
with
strategy
in place
(SxL)
Name of service user: . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . .
Unit name: . . . . . . . . . . . . . . . . . . . . . . Activity: . . . . . . . . . . . . . . . . . . . . . .
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 16
SC
OR
ING
TH
E L
EV
EL
OF
RIS
K
The level o
f risk is b
ased o
n h
ow
severe
the e
ffect
of
the incid
ent
would
be a
nd h
ow
lik
ely
it
is t
o o
ccur.
All About Me
Qua
ntita
tive
Ris
kA
sses
smen
t To
olLi
kelih
ood
Very
Lik
ely
5
Lik
ely
4
Quite L
ikely
3
Possib
le
2
Not
Lik
ely
1
Very
Hig
h
525
20
15
10
5
Hig
h
420
16
12
84
Modera
te
315
12
96
3
Slig
ht
210
86
42
Low 1
54
32
1
Severity
Sev
erit
y5
= V
ER
Y H
IGH
– C
ausin
g m
ultip
le d
eath
or
wid
espre
ad d
estr
uction.
Or,
resultin
g in t
ota
l lo
ss o
f in
dependence/lib
ert
y t
hro
ugh t
he p
robabili
ty o
f
ente
ring t
he c
rim
inal ju
stice m
enta
l health s
yste
ms.
4 =
HIG
H– C
ausin
g d
eath
or
serious inju
ry t
o a
n indiv
idual .
Resultin
g in
the p
art
ial lo
ss o
f in
dependence t
hro
ugh t
he p
robabili
ty o
f ente
ring t
he
crim
inal ju
stice o
r m
enta
l health s
yste
m.
3 =
MO
DE
RA
TE
– C
ausin
g inju
ry o
r dis
ease c
apable
of
keepin
g a
n
indiv
idual off w
ork
for
thre
e d
ays+
or
equiv
ale
nt. R
estr
iction o
n indiv
idual
rights
and a
ccess t
o c
om
munity a
ctivitie
s,
citiz
enship
, in
dependence a
nd
socia
l in
clu
sio
n.
2 =
SL
IGH
T– C
ausin
g m
inor
inju
ry.
Som
e loss o
f in
dependence/s
kill
s
and r
isk o
f is
ola
tion.
1 =
LO
W– T
rivia
l in
jury
. N
o o
ngoin
g im
pact
on indiv
iduals
or
oth
ers
liv
es.
5 -
VE
RY
LIK
ELY
Com
mon o
ccurr
ence o
r 100%
cert
ain
ty t
hat
the a
ccid
ent
will
happen.
4 -
LIK
ELY
The a
ccid
ent
will
happen w
ith
only
a f
ew
extr
a f
acto
rs.
3 -
QU
ITE
PO
SS
IBL
ER
equires m
ultip
le f
acto
rs t
o b
e in
pla
ce f
or
the a
ccid
ent
to h
appen.
2 -
PO
SS
IBL
EP
ossib
le o
ccurr
ence b
ut
risk is
min
imal
1 -
NO
T L
IKE
LYN
o r
eal risk p
resent
X
17
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 17
18
POSITIVE SUPPORT STRATEGIES
Column 4 of the Risk Assessment is used to write how the person is going to be
supported.
● This column is always written in the first person voice.
● This column should begin with a statement from the individual (or on their behalf)
telling staff why they want to do the activity.
Examples
1. I like going swimming because it’s the only time during the week that I don’t
have to be in my wheelchair.
2. I go into town because I get to ride on the bus. I like to sit on the top deck
where the view is best.
3. I go to cooking classes because it gets me out of the house and I see
different people.
These statements are important as they give an insight into why a person does
the activity, having this insight allows us to provide better support. For instance:
In example 3 learning to cook isn’t the focus for the person, they enjoy the
change of scene and company. Cooking classes might be less attractive if a
housemate started to go, and although they enjoy cooking classes they may not
necessarily want to cook more at home.
All About Me
What are the hazards? What are the risks
and to whom?
Risk level
before strategy
is in place?
(SxL)
Positive risk taking and individual
development strategy
(This information will be transferred tothe All About Me book)
Risk level
with
strategy
in place
(SxL)
Name of service user: . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . .
Unit name: . . . . . . . . . . . . . . . . . . . . . . Activity: . . . . . . . . . . . . . . . . . . . . . .
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 18
19
● There must be at least 1 strategy for every risk that has been identified.
● It is best to record the strategies in short bullet points to make them easy to read.
● The strategies must be written in sequential order. This means that when a
support worker reads this column it gives them step-by-step instructions on how
to support the person with their activity.
Many people find it hard to write the support strategies in sequential order
straight away. If this is the case…
1. Try writing one strategy to go with every risk to make sure every risk has
been dealt with.
2. Then number the strategies in the order they need to be done
3. Then cut and paste them into sequential order
Re-calculate RiskWhen column 4 has been completed re-calculate the risks in column 5 using the
same Quantitative Risk Assessment as before.
NOTE: Although the level of risk is usually reduced, the overall risk associated with
the activity remains the same (based on calculations in column 3) because this is
how risky the activity would be if the correct support were not in place.
All About Me
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20
LINKING TO CONDITION SPECIFIC SUPPORTPLANS
Medical and Behavioural Support Plans● Medical conditions and challenging behaviour aren’t activities and shouldn’t be
individually risk assessed for the All About Me books.
● Instead, each activity risk assessment should identify the risks presented by the
condition or behaviour in the context of the activity.
Example - Epilepsy1. Drowning is a risk associated with epileptic seizure when swimming.
2. Choking is a risk associated with epileptic seizure when eating.
The staff support needed in response to the risks in each setting will be very
different.
● Where a condition specific or behavioural support plan has been written e.g. an
Epilepsy Support Plan, the exact instructions to staff on how to respond if the
individual has a seizure should be copied into the activity risk assessment.
● Staff need to work with the individual or medical practitioner to add practical
guidance to column 4 of the risk assessment that details the response within the
specific activity setting. E.g. in a swimming pool there will be additional guidance
on when and how to support the person out of the water.
Moving and Positioning● As above, specific risk assessments for moving and positioning should not be
put into the All About Me book. Instead, moving and positioning guidance that is
specific to each activity should be included in the activity risk assessment.
Example – Moving & PositioningConsider the differences between the following…
1. Instructions to support someone to transfer from wheelchair to car.
2. Instructions to support someone to be hoisted into a hydro pool.
● As above, the exact instructions from the moving and positioning risk
assessment should be copied into the relevant activity risk assessment.
● Staff would need to work with the individual and medical practitioner if
appropriate, to add activity-specific practical guidance to column 4 of the risk
assessment if this level of detail isn’t included the moving and positioning risk
assessment.
ExceptionsIn exceptional circumstances it may be most appropriate to transfer a copy of the
medical support plan directly to the All About Me book. If an individual has extremely
complex medical plans involving multiple interventions the keyworker (with the unit
managers agreement) should seek agreement from their All About Me support
person or service manager.
All About Me
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21
TRANSFERRING THE RISK ASSESSMENT TO ALLABOUT ME
For each activity that has been risk assessed, there must be a page in the All About
Me book. These go into the coloured pages section as follows…
1. Title and date a page with the activity e.g. “Swimming – written 2nd April 2013”
(use the same date as on the risk assessment).
2. Cut and paste column 4 from the risk assessment onto this page. Do not make
any changes.
3. Print the page on red, orange or green paper depending on the overall risk
associated with the activity (see advice on page 17). NB: If necessary pale
shades of red, orange, green paper can be used.
4. Add the title of the page e.g. swimming, to the contents page at the start of the
All About Me book. The wording on the contents page should be printed in red,
orange or green to reflect the risk associated with the activity.
5. File the full risk assessment as normal.
All About Me
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22
SHARING ALL ABOUT ME BOOKS
Consent to share with support staffConsent to share forms completed by the individual when entering a Hampshire
service should cover consent to share All About Me books. In addition, each activity
risk assessment includes a consent to share box. By signing this the individual
agrees to share the content with relevant staff.
Consent to share with family/friendsFamilies, friends and other service users DO NOT have a right to read the book
without the individual’s consent. The individual can specifically ask that their family
etc don’t see their book and this must be respected by staff. The individual can also
ask that only specific sections of their book are shared with certain family
members/friends etc.
Consent to share with external support providersWhere the individual feels it is appropriate to do so, or following a best interest
decision, All About Me books can be shared with external support providers. This
may help books to be further personalised or may ensure support is more consistent
in other areas of the person’s life. An electronic master copy of the book should be
retained by the individual’s keyworker in case the shared copy is lost.
Day to day useAll staff that support the individual must be familiar with their All About Me book, in
particular the activities they support them with on a regular basis. The All About Me
books should be the first point of reference for staff if they have a query about the
support that is required. New staff or agency staff must consult the All About Me
book before supporting an individual with a new activity.
All About Me
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 22
23
COPYING, STORING AND UPDATING
Saving All About Me books● A master copy of each individual’s All About Me book must be saved on
Hantsfile. Here is the guidance for file naming.
aisn#_service_risk ass name_date effective
aisn#_service_white pg_date effective
Working together to make 1 copy● Using Hantsfile, as above, there should only be 1 electronic master copy of an
All About Me book for each person.
● If an individual accesses more than one HCC service, the keyworkers should
make contact with each other and find out whether any work has been done on
an All About Me book. Thereafter keyworkers should agree on who will lead on
completing the book, in most cases this will be the person who knows the
individual best.
Updating/Amending the book● All staff working with the individual should be encouraged to support them to
update or amend their book as needed.
● Whenever changes are made they should be saved to the master copy on
Hantsfile and a courtesy email should be sent to all keyworkers to notify them of
the update.
Not all risk assessments and coloured pages apply to all units● If an individual accesses more that one service it is likely that they will need
some duplicate risk assessments e.g. “Going into town” from day service may be
very different from “Going into town” from respite.
● In this case the risk assessments should be completed and saved by each unit
and both should be transferred into the coloured pages section of the electronic
All About Me.
● When the units are printing copies of the All About Me book they need only print
the coloured pages that relate to support they provide.
Storing and tracking paper copies● The All About Me book belongs to the individual. It is up to them if they would
like to keep their own version of the book e.g. taking it home with them or to
day/respite services.
● If copies of the book are printed and shared it is good practice to note the date of
printing on the front of the book. By checking the date of printing against the last
amended date in Hantsfile, the keyworker will be able to track whether the
printed versions are the most up to date and re-print as needed.
All About Me
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24
All About Me
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 24
25
All About Me
Place
Photo
Here
1. How do I express myself?(think about speech, vocalisations, body language, physical behaviour,
makaton, gesture, symbols…)
……………………’s Communication Passport
2. How much do I understand?(think about key words, familiar routine, more complex concepts such as
negatives, emotions, time…)
4. Anything else you might find helpful?(think about hearing loss, visual impairment, anything that can affect
communication)
3. Please do
4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Please don’t
8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. This was written in (month and year)
by (List all Involved)
?
month
______
day
______
year
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 25
26
All About Me
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 26
27
RISK ASSESSMENT
All About Me
What are thehazards?
What are therisks and to
whom?
Risk levelbeforestrategy isin place?
(SxL)
Positive risk taking andindividual development
strategy(This information will be
transferred to the All AboutMe book)
Risklevelwithstrategyin place
(SxL)
Name of service user: . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . .
Unit name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 27
28
All About Me
What are the benefits for …….
What are ……. views on accepting the risks with the strategy in place?
Signature of service user……………………… Signature of Assessor……………………………..
Signature of manager………………………… Signature of Care Manager…………………….…
Transferred to All About Me Book on the ………………(Date)
Reviewed on the following dates:
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 28
29
All About Me
What are thehazards?
What are therisks and to
whom?
Risk levelbeforestrategy isin place?
(SxL)
Positive risk taking andindividual development
strategy(This information will be
transferred to the All AboutMe book)
Risklevelwithstrategyin place
(SxL)
Other People
Risk of social
isolation as
members of the
public and
housemates find it
hard to understand
Daniel’s
communication.
Loss of choices
and independence
if people don’t take
the time to
communicate with
Daniel.
Injury to others as
Daniel can
become physically
aggressive if other
people ignore him
or misunderstand
him.
Daniel is at risk of
injury caused by
self-harm. This
has occurred in
the past when
Daniel has felt
isolated.
3 x 4 = 12
3 x 4 = 12
3 x 3 = 9
4 x 4 = 12
I have just moved to Baskerville
house. It is very important that you
read this and then take time to get
to know me and talk to me. I also
want your help to make friends
with my housemates.
I prefer to communicate using
speech. I also use Makaton signs
and a photo album.
I need to be supported by people
who know Makaton.
I need staff to spend time
speaking to me and getting used
to my speech and encouraging me
to join in with house activities.
If I’m speaking and someone
doesn’t understand something I
say ask me to repeat it more slowly
or ask if I can show the sign.
If we’re in public and someone
doesn’t understand me or speaks
to you instead of me, please make
sure I get the chance to answer
and repeat my answer if needed
to help them understand.
It makes me angry when I feel like
people don’t try to understand,
‘brush me off’ or avoiding talking to
me. If I get angry I can be
physically aggressive.
If I’m aggressive toward staff or
other housemates, make sure
housemates move out of my way,
to another room if possible, and
ask me to go and sit in a quiet
place.
3 x 3 = 9
3 x 2 = 6
3 x 2 = 6
4 x 2 = 6
Name of service user: Daniel Spark Date: 31st June 2012
Unit name: Baskerville House Activity: Communication
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 29
30
All About Me
If I’m aggressive toward staff or
other housemates, make sure
housemates move out of my way,
to another room if possible, and
ask me to go and sit in a quiet
place.
After a few minutes Paul, Ian or
Joan need to come and talk to
me about what happened, I often
feel sad about it.
If I get aggressive in public we
need to come home straight away
and talk as soon as we’re home.
When I am sad I need you to
reassure me that you’re listening
and then spend time talking to me
about things that matter to me. At
the moment making friends in the
house is important to me.
Sometimes when I’m sad I hurt
myself by biting my wrists and
knuckles. If my wrists or knuckles
are raw or bleeding you need to
offer me first aid and then spend
extra time listening to me to find
out what’s wrong. If this starts to
happen often please ask me if I
want to see Grant and Isla (my
councillor and SALT).
What are the benefits for Daniel: Daniel knows that people are going to spend time learning to
understand him.
What are Daniel’s views on accepting the risks with the strategy in place? Daniel is happy
we are going to spend extra time getting to know him.
Signature of service user……………………… Signature of Assessor……………………………..
Signature of manager………………………… Signature of Care Manager…………………………
Transferred to All About Me Book on the 31-6-2012
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 30
All About Me
What are thehazards?
What are the risksand to whom?
Risk levelbeforestrategy isin place?
(SxL)
Positive risk taking andindividual development
strategy(This information will be
transferred to the All AboutMe book)
Risklevelwithstrategyin place
(SxL)
Traffic
Environment
Other People
Rachel is blind in both
eyes and wears
hearing aids in both
ears. She is unable to
cross roads herself,
there is a risk that
she’d be injured or
killed.
If Rachel tried to cross
a road unaided there
is a risk she’d cause
an accident injuring or
killing others.
Rachel cannot see
obstacles or changes
in surface level (curbs,
bumps, steps), there
is a risk that she’d be
injured when walking.
Rachel is afraid she’ll
be injured on public
transport because in
the past buses have
pulled away before
she sits down.
Rachel cannot see
people coming and
could unintentionally
injure others by
walking into them.
Rachel feels frustrated
and can feel ‘low’ if
waitresses speak to
support workers
instead of to her.
Risk of theft since
Rachel cannot see
who’s watching when
she types her PIN or
puts her purse away.
5 x 5 = 25
5 x 4 = 20
3 x 5 = 15
3 x 3 = 9
3 x 4 = 12
2 x 3 = 6
3 x 3 = 9
I like to go into town to have a
coffee and a cake in Starbucks. It
has taken me a long time to get
confident to do this and I like to go
regularly (at least once per week)
to keep practicing. I need 1:1
support at all times when I go to
town.
I only travel into town in the front
seat of a staff member’s car. I need
you to open the door and when I’m
sitting down, hand me the seatbelt.
Please check I’ve done it up
properly.
You need to park in a disabled bay
outside Starbucks, there are 5
spaces. If they aren’t free then I
would choose to go home instead
but this has never happened.
When it’s safe you need to open
my door and I will hold the door
frame to steady myself, then you
hand me my stick and place my
hand on your arm. I walk with my
stick in my right hand for balance
and my left hand on your arm to
guide me.
I need you to guide me safely into
Starbucks opening doors and
making sure I avoid people and
obstacles.
When we get to the counter I want
you to tell me what cakes there are
(I don’t like anything with fruit in so
don’t mention those ones). Please
speak clearly and close to either
ear.
5 x 1 = 5
5 x 1 = 5
3 x 3 = 9
3 x 1 = 3
3 x 3 = 9
2 x 2 = 4
Name of service user: Rachel Coates Date: 30th February 2013
Unit name: Abingdon Day Services Activity: Going into Town
31
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32
All About Me
When it’s my turn please tell me
and I’ll order my drink and cake.
Most of the staff know me but if
a waitress asks you for the order
instead of me you should say
“what are you having Rachel?”
and then let me speak.
I will use my bank card to pay in
the chip and pin machine,
please repeat the cost as I don’t
always hear the waitress. You
need to prompt me when it’s
time to type my PIN and check
that nobody is looking when I
type it or when I put my purse
away.
Then you need to guide me to a
seat before going back for our
drinks and cake.
When we’re finished ask if I’d
like to go for a walk. I will
decide. I am working on walking
down the road and back from
Starbucks. If we turn left out of
Starbucks there are no roads to
cross and there’s a Tesco
Metro. I’d like to work toward
going into Tesco soon to buy a
few bits of shopping.
What are the benefits for Rachel: Rachel is building her confidence and skills by going into
town regularly.
What are Rachel’s views on accepting the risks with the strategy in place? I am happy
going to town and I like Starbucks.
Signature of service user……………………… Signature of Assessor……………………………..
Signature of manager………………………… Signature of Care Manager…………………………
Transferred to All About Me Book on the 30th Feb 2013
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 32
All About Me
What are thehazards?
What are the risksand to whom?
Risk levelbeforestrategy isin place?
(SxL)
Positive risk taking andindividual development
strategy(This information will be
transferred to the All AboutMe book)
Risklevelwithstrategyin place
(SxL)
Water
Bacteria
Showerproducts
Razor
Other People
Brandon is unsteady
on his feet and at risk
of injury if he slips on
water in the shower.
Brandon doesn’t like
to touch his own feet
to wash or dry them:
Risk of infection if he
doesn’t wash his
feet.
Risk of skin
breakdown if he
doesn’t dry his feet.
Brandon has very
sensitive skin and
must only use
medicated products.
Risk of pain and skin
breakdown if he uses
other products.
Brandon doesn’t
always remember
which products are
for which part of his
personal care
routine. Risk of skin
irritation if he uses
the wrong things at
the wrong time.
Brandon likes to look
good but some days
his shaking hands
mean there is a risk
he will injure himself
while shaving.
Brandon doesn’t like
anyone to see him
undressed, especially
female staff. Risk to
Brandon’s self-
esteem/dignity if this
happens.
3 x 4 = 12
2 x 2 = 2
3 x 4 = 12
2 x 3 = 6
2 x 3 = 6
4 x 3 = 12
2 x 3 = 6
I like to look and feel good, I
normally have a shower first thing
in the morning before I go down
for breakfast. I can wash and
dress myself and don’t like other
people to see me undressed. I
want only male members of staff
to support me. If male members
of staff aren’t free I might choose
not to shower until later in the day
when they are.
I will tell you before I go for a
shower. I need you to help me
check that the sticky mat is on the
floor of the shower, that the
shower seat is down (I will always
sit for a shower), that there’s a
bathmat on the floor outside the
shower and that a large towel and
my dressing gown are within
reach.
I need you to remind me to put
my medicated shower gel (green
label) and big yellow sponge in
the shower. (I will use the sponge
to wash my feet so I don’t have to
touch them with my hands.)
You need to check that there
aren’t any other products in the
shower that other people have left
behind as I may get confused and
use them instead.
You then wait outside the
bathroom with the door closed. I
can get undressed, showered and
dried myself.
When I’m dried I will put on my
dressing gown and open the door
to let you know I’m ready.
3 x 1 = 3
2 x 1 = 2
3 x 2 = 6
2 x 1 = 2
2 x 1 = 2
4 x 2 = 8
2 x 1 = 2
Name of service user: Brandon Mars Date: 31st September 2012
Unit name: Addamson House Activity: Showering
33
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34
All About Me
I need you to come in and dry
my feet for me. Please be as
quick as you can. I will look
away.
Then hand me my medicated
skin cream (red label) that I will
put on my elbows and backs of
my knees.
I like to shave every day using a
plug-in electric razor. If my
hands are shaking you should
suggest that you help me (hand
over hand) I normally agree. If I
don’t want help then I will
choose not to shave that day.
You should then leave and take
my shampoo, razor and cream
back to my room for me. I’ll stay
in the bathroom and get
dressed and brush my teeth
without help.
What are the benefits for Brandon: Brandon will be independent in the shower but staff will be
nearby to hear if he falls and help.
What are Brandon’s views on accepting the risks with the strategy in place? Brandon is
happy as he can shower without anyone seeing.
Signature of service user……………………… Signature of Assessor……………………………..
Signature of manager………………………… Signature of Care Manager…………………………
Transferred to All About Me Book on the 31.9.2012
PaCT_All About Me Manual_Sept 2014 09/09/2014 09:39 Page 34
All About Me
What are thehazards?
What are the risksand to whom?
Risk levelbeforestrategy isin place?
(SxL)
Positive risk taking andindividual development
strategy(This information will be
transferred to the All AboutMe book)
Risklevelwithstrategyin place
(SxL)
Water
Other poolusers
Drowning – due to
fact that Jim has
epilepsy, there is an
increased risk of him
drowning whilst
swimming
Jim is at risk of
slipping on a wet
surface this is
increased because
of his arthritic hip
Jim is at risk of
being assaulted or
humiliated because
occasionally he
becomes sexually
aroused if he sees
women in swimwear.
Other people are at
risk of emotional
distress should they
witness Jim’s sexual
arousal.
4 x 4 = 16
3 x 4 = 12
3 x 3 = 9
2 x 3 = 6
I’m a good swimmer and like to
go weekly to keep fit.
I like going to the Havant Leisure
centre and need male 1:1
support when I go swimming.
Before I go I need you to remind
me to check that I have locker
money and money to pay to get
into the pool.
The male staff member who
comes with me has to be a
strong swimmer (able to do up to
20 lengths) as he needs to keep
up with me in the pool. You need
to swim beside me and chat
about how I’m feeling and how
far I want to swim each time we
go.
I need you to remind me to use
the male only changing room
and to get changed in a cubicle. I
can get changed alone. I need
you to remind me to put all my
things in a locker and lock the
door.
I have not had a seizure for 7
months and I’ve never had a
seizure while swimming but
being tired can bring on a
seizure. I need to go swimming
in the morning because I’m more
tired in the afternoon. The pool is
also quieter in the morning.
Please ensure that you choose a
locker close to the pool and put
my epilepsy rescue meds in the
front of your locker. Tell the
lifeguard that I have epilepsy and
tell them that you have rescue
meds with you.
1 x 4 = 4
4 x 1 = 4
3 x 2 = 6
3 x 2 = 8
2 x 1 = 4
1 x 2 = 2
Name of service user: Jim Benson Date: 31st November 2012
Unit name: Water Meadows Respite Unit Activity: Swimming
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36
All About Me
Jim is at risk of
being a victim of
theft because he
doesn’t remember
to put all his
belongings in his
locker or lock the
door.
If I have a seizure in the pool I
need you to support my head and
alert the lifeguard. You need to get
me out of the water using the
pool’s backboard. After a seizure
I’m very tired and will need help to
get changed and return to the
respite unit. If my seizure lasts
more than 4 minutes I need you to
call an ambulance and administer
rescue meds.
When I’m walking to the pool you
have to remind me to hold
handrails and go slowly and
carefully so I don’t slip on the wet
floor.
Occasionally, seeing women in
their swimwear makes me
sexually aroused. This can
embarrass me and the lady
involved if they see me. Staff need
to encourage me to turn away and
concentrate on my swimming or
tread water. I won’t want to get out
of the pool until I’m feeling calmer.
I like to use the showers and wash
my hair before getting changed. I
can do this myself. Please make
sure I haven’t left anything in my
locker before we leave.
What are the benefits for Jim: Jim is able to enjoy swimming in a safe environment ensuring
that he gets regular exercise.
What are Jim’s views on accepting the risks with the strategy in place? Jim loves swimming
and is happy to be able to go. He would rather swim alone since he’s a strong swimmer but he
agrees that the 1:1 support is necessary to keep him safe and ensure that he can keep going
swimming.
Signature of service user……………………… Signature of Assessor……………………………..
Signature of manager………………………… Signature of Care Manager…………………………
Transferred to All About Me Book on the 31st November 2012
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