Compiling an ‘All about me’ profile

Significant ‘S’ words to remember:

Scribe: That is your main role in compiling this profile.

This MUST be done as if you are your young persons interpreter, (e.g. as if they have dictated it then you write it from THEIR experiences or perspective).
If they are ‘pre-verbal’, remember that you know your young person better than anyone else. (Be confident!!!) Get others who know your young person really well to help you!!!
If they can describe their own experiences, use those words. Include them, even if they feel awkward, or are grammatically incorrect, etc.

Symbols: If your young person uses symbols/imagery in their communication, include them too. Photographs are a fantastic way of illustrating points as well.

Signposts/signals: List things such as quirky behaviours, known triggers for ‘unwelcome’ behaviours, the name of the impairment, medical conditions/treatments if appropriate. State the implications for your young person. E.g. ‘I may feel tired’, or ‘ I will climb the walls if I drink Ribena’, etc.

Scenario or story: A great way of getting a point across, or describing something of importance to our young people. E.g. how our young person may react under pressure or extremely happy etc.

Sandwiches: Always start and end a section with a positive point especially if it feels that you need to say more negative points & explanations in order to help your young person to be understood. If you can write it were you are ‘sandwiching’ every point, that’s even better!!!

Strengths: Talk about these as much as you can, breaking them down into tiny stages to emphasis these strengths. Describe successes!!!

Support: Describe the ways in which your young person can be helped, however insignificant they may seem. (These may be actions that you do without even thinking about it… so carry a note book around for a whole 7 days, noting how you handle situations, reinforce & reward times when your young person really pleases you, etc)

Sensory sensitivities: If your young person has any issues regarding sensory sensitivities, include them. Describe your young persons reactions and how to resolve/remove them. (E.g. Bright sunlight & wearing a cap).

Sympathy: Don’t even go there!!! Be positive with all that you can. Be factual with the rest. (E.g. showing that you are aware of these issues, but can develop ways of supporting your young person, etc)

Set a deadline: Don’t dwell on it forever; set a realistic deadline for completion. Get it done. (You can and will probably need to rewrite it at some stage anyway, so don’t worry about forgetting something).

Send it out as far as you can! Share it and show to all that come into contact with your young person. Don’t forget to distribute it to your family, school staff, social services, e.g. link workers/befrienders/respite carers etc, health care professionals, G.P’s, other students, school taxi/transport, out of school/leisure activities, neighbours, all places/people that you visit regularly, (or visit you!!!) This is a useful tool for when your child is in a ‘stage of transition’, e.g. nursery to primary school/ primary to secondary…and beyond, etc.

Sharon Scoffings