MH 4 Support positive risk taking for individuals

This unit focuses on supporting positive risk taking so individuals can live fuller, more independent lives while still being safe. Risk is part of everyday living: crossing a road, cooking a meal, starting a new relationship, travelling alone, or trying a new activity. In care settings, it can be tempting to remove risk entirely, especially after incidents or complaints. This unit helps you take a balanced, person-centred approach that protects wellbeing, dignity and choice. The links on this page take you through each outcome; this overview explains the bigger picture.

Positive risk taking is not about encouraging unsafe behaviour. It is about recognising that avoiding all risk can cause harm too—loss of skills, confidence, social inclusion, and mental wellbeing. Some individuals may have been discouraged or prevented from taking risks because of disability, age, mental health stigma, or organisational culture. Over time, this can lead to learned dependence, where someone stops trying because others always decide for them. Part of good support is creating conditions where people can make informed choices and develop responsibility.

The unit explores how risk links to empowerment and social inclusion. Being able to choose what to do with your time, who to spend it with, and how to manage your own life is closely tied to identity and self-esteem. Small choices matter. So does being listened to. A “no” from a service should never be the automatic default; it should be a considered decision, with reasons recorded and options explored.

Person-centred risk assessment is a core skill here. You will look at the stages of assessing risk in a positive way: identifying what the person wants to do, considering benefits as well as hazards, exploring what could go wrong and how likely it is, and agreeing control measures that are proportionate. Importantly, the individual should be involved throughout, using accessible information and the right communication methods. The plan should be reviewed, not filed and forgotten.

The unit also asks you to compare person-centred approaches with service-focused approaches. A service-focused approach may prioritise organisational convenience, blanket rules, or fear of blame. It can lead to restrictive practices and poor outcomes for individuals. A person-centred approach looks for ways to enable the activity safely, often through creative adjustments, shared planning and clear communication. That does not mean every request can be met, but it does mean every request is taken seriously and explored properly.

You will consider the framework that underpins an individual’s right to make decisions and take risks, including legislation, national and local policies, and a human rights based approach. In practical terms, this links to consent, mental capacity principles, safeguarding duties, and the idea of least restrictive practice. People have the right to make choices that others might not agree with, as long as they understand the risks and have capacity for that decision. Where capacity is in doubt, you follow the correct process and involve appropriate professionals.

Supporting individuals to make decisions about risks includes helping them recognise potential risks in different areas of life, without scaring them or taking over. It can involve exploring “what if” scenarios, practising skills, and thinking through who might be affected. You will also reflect on how your own values, experiences and beliefs can influence practice. This matters because staff attitudes can unintentionally steer someone’s choices. Being aware of your bias helps you stay fair and person-centred.

Recording is emphasised because it protects the individual and the staff team. Clear records show what was discussed, what the person decided, what support was offered, and why a particular plan was agreed. Risk decisions often involve more than one professional, so communication is essential. You will look at how to share the content of a risk assessment with relevant others appropriately, so everyone supports the plan consistently.

For example, an individual in supported living might want to start cooking independently again after a period of ill health. A positive risk plan could include practising one meal at a time, using safer equipment, agreeing check-ins, and recording how it went. In a residential setting, someone may want to go to the local shop alone. Planning might cover the safest route, a card with contact details, money management support, and a review after the first few trips. The aim is building capability, not creating dependence.

Duty of care is covered because you still have responsibilities as a worker. Maintaining duty of care while supporting risk taking means following agreed ways of working, being honest about foreseeable hazards, and taking proportionate steps to reduce harm. It also means knowing what to do if someone decides to take an unplanned risk that creates immediate or imminent danger. In that situation you follow emergency and safeguarding procedures, involve the right professionals, and act promptly to reduce harm. Afterwards, you record what happened and review plans so learning is captured.

Overall, this unit supports confident, balanced decision-making. Positive risk taking is about a life worth living—choice, growth, connection and purpose—supported by sensible planning and respectful teamwork.

1. Understand the importance of risktaking in everyday life

2. Understand the importance of a positive, person-centred approach to risk assessment

3. Understand the framework which underpins an individual’s right to make decisions and take risks

  • 3.1 Explain how legislation, national and local policies and guidance provide a framework for decision-making which can support individuals to have control over their own lives
  • 3.2 Describe how a human rights based approach supports an individual to make decisions and take risks

4. Be able to support individuals to make decisions about risks

  • 4.1 Support individuals to recognise potential risk in different areas of their lives
  • 4.2 Support individuals to balance choices with their own and others’ health, safety and wellbeing
  • 4.3 Describe how own values, belief systems and experiences may affect working practice when supporting an individual to take risks
  • 4.4 Record all discussions and decisions made when supporting the individual to take risks

5. Be able to support individuals to take risks

  • 5.1 Complete a risk assessment with an individual following agreed ways of working
  • 5.2 Communicate the content of the risk assessment to relevant others
  • 5.3 Support the individual to take the risk for which the assessment has been completed
  • 5.4 Review and revise the risk assessment with the individual
  • 5.5 Evaluate with the individual how taking the identified risk has contributed to that individual’s wellbeing

6. Understand duty of care in relation to supporting positive risk-taking

  • 6.1 Explain how the principle of duty of care can be maintained while supporting individuals to take risks
  • 6.2 Describe what action to take if an individual decides to take an unplanned risk that places him/her or relevant others in immediate or imminent danger

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