Structure of the Session

Participants gather in a comfortable room, sitting in a semi-circle facing a wall, which will contain a series of wall charts that are referred to as maps. The facilitator begins by stating the parameters. The session is informal, each person’s contribution is important, and the more perspectives the more real the mapping will be. A child interacts with many different people in his life and it is important that the participants reflect the types of interactions and experiences that the child has. There are no right or wrong answers; there are a variety of perspectives. Part of our perception of an experience is what we bring to the interaction. A child may present the same behavior to two people and their reaction is based on who they are as much as what the child does. Often times what one person may find as humor in a joke someone else will find distasteful, it is not the joke that changes but rather the interpretation based on what the listener brings to the table

Keeping in mind that all perspectives are welcomed and valued helps the participants to take on a listener role. If you understand that all opinions are valued, shared and recorded, you can listen to the other participants without being distracted by the need to defend or advocate for your perspective. Futures planning can be a vehicle for professionals to just listen to the parents. Often times, when educators are afforded this opportunity a whole new appreciation for the child and the parent can occur.

Typically sessions are three to four hours in length but can be longer based on the age, history of the child, and/or number of participants. The facilitator will determine the amount of time to schedule for the Mapping. It is best if the mapping is completed in one session rather than separated in to two sessions. Mapping is about the process, which can lose momentum if you stop in the middle and try to pick up on a different day. If the session is long, it is important that breaks be built in and that participants feel comfortable enough to get up and move around as needed.

At the beginning of the session the recorder will explain each participants role. The information each person shares in response to a particular map is recorded on the wall chart. The recorder will try to capture exactly what was said but at times may need to abbreviate or paraphrase. The participants are asked to correct the recorder or ask them to add if they have any concern about what is being recorded. This process will yield a document that should direct the team. Therefore it is important that the team feels that it accurately reflects their work. The wall charts created through the session will be transcribed after the session and will become the guide for the team to use. Participants do not need to take notes or write things down unless they choose to because they find it personally helpful. The session is always structured to end with an evaluation of the process as well as next steps to keep the process dynamic.