All About Me - Hampshiredocuments.hants.gov.uk/.../PaCT-AllAboutMeManual-Sept2014.pdf · There are 2 main sections in an All About Me book, the white pages and the coloured pages

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All About Me

Manual

PaCT_All About Me_Cover 09/09/2014 09:53 Page FC1


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over multiple or outdated documents.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


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


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


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


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


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


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


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


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’.


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: . . . . . . . . . . . . . . . . . . . . . .


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


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


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


and to whom?

Risk level

before strategy

is in place?

(SxL)




Risk level

with

strategy in

place

(SxL)



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



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.


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



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


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



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


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



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



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.


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


and to whom?

Risk level

before strategy

is in place?

(SxL)




Risk level

with

strategy

in place

(SxL)




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


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


and to whom?

Risk level

before strategy

is in place?

(SxL)




Risk level

with

strategy

in place

(SxL)




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


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


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


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


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


24

All About Me


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


26

All About Me


27

RISK ASSESSMENT

All About Me


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: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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:


29

All About Me


What are therisks and to

whom?


(SxL)





(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


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 manager………………………… Signature of Care Manager…………………………

Transferred to All About Me Book on the 31-6-2012


All About Me




(SxL)





(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


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.



Transferred to All About Me Book on the 30th Feb 2013


All About Me




(SxL)





(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


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.



Transferred to All About Me Book on the 31.9.2012


All About Me




(SxL)





(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

35


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.



Transferred to All About Me Book on the 31st November 2012



PaCT_All About Me_Cover 09/09/2014 09:53 Page BC1

Documents

All About Me - Hampshiredocuments.hants.gov.uk/.../PaCT-AllAboutMeManual-Sept2014.pdf · There are 2 main sections in an All About Me book, the white pages and the coloured pages