Roles

Stakeholder

Each person who attends has a stake in the outcome of mapping and is considered a stakeholder. It is important that each participant commits to being both physically and mentally present, committing this time to focus on the task at hand. Distractions, such as cell phones, side conversations, and pre-conceived notions are left outside the door. Part of the gift of this process is that what you put into it is what you get out of it. Individuals are asked to share their experiences, opinions, beliefs and hopes. All information is recorded and valued.

People are not put in the position of defending their statements or having to comment or react to other participants. This allows stakeholders to take more risks in what they say. As a result, new and exciting opportunities can be created from this free flow of ideas. Often times, when parents and professionals are afforded the opportunity to truly listen to the each other without the expectation of having to respond, they really hear each other for the first time.

By the end of the sessions, a task grid with next steps is generated. Each stakeholder should be open to taking on tasks that make sense for their relationship with the child. In order for the vision to become a reality, many people need to commit to the work. This process is an inclusive one with the goal of developing a network of support rather than relying exclusively on the professional staff to implement.

Recorder

One of the reasons the word maps is used to describe the process is because large pieces of paper are put on the wall. Information is recorded on the paper. The maps guide the team as they begin to explore the possibilities for the individual. Before the meeting, the facilitator and recorder decide upon the specific maps to be used in the process . The mapping framework is then created by the recorder. The responsibility of the recorder is to capture what the stakeholders are saying without editing.

The recorder and the facilitator have the responsibility for arriving early and setting up the environment. The room should be comfortable and able to accommodate a semi-circle where all participants can see each other and focus on the maps. The space used for the meeting should be one where the family feels comfortable. Providing refreshments helps create a sense of welcoming and informality.

At the start of the session the recorder will go over the ground rules and share information about the recording process. The most important ground rule is that there is no right or wrong answer. Each person may have a different perspective based both on his/her relationship with the child and his/her own values.

Ideally the recorder will integrate visual graphics or pictures whenever possible to represent people, places, activities or emotions as they are shared. This use of pictures can help people to maintain focus, spur creativity and help people to see things in a different way. Different color markers are used to help visually depict what is being said and emotions attached to events. Red is used for negative events or crisis i.e. being asked to leave a private pre-school program. Green is used to represent positive events i.e. singing on stage with a buddy during the class talent show. Again one person’s green may be another person’s red so the same information may be represented in both colors. Purple and yellow are used to highlight information and themes that emerge. All other colors are neutral. The recorder will try to create a graphic display that assists the team in understanding the input leading to the Vision.

After the session is completed the recorder transcribes the work into a document. This document is meant to be used as a map that gives direction and should be reviewed periodically to see if progress is being made and changed if necessary. Person centered planning is a dynamic process and the completion of the initial mapping session is the beginning of the journey, not the destination.

Facilitator

The facilitator is often the single most important factor in assuring the quality of the process, which ultimately plays out in the quality of the product. The person facilitating the process needs to have had extensive training including guided practice with a skilled mentor. Mapping, in many ways, appears to be a simplistic process, misleading a novice. It is not. The gift of a skilled facilitator evolves from his/her respect and value of the process, which encourages meaningful communication. The facilitator needs to have the competencies and personal attributes that foster all stakeholders’ participation in sharing and listening to experiences, beliefs, and hopes in a way that can lead to a blended vision.

In order for the process to be pure and effective the facilitator must be objective. That is, someone who does not have a significant relationship with the child and no stake or responsibility for the implementation of the outcome of the process. Prior to the mapping session it can be beneficial for the facilitator to meet with the individual, family and educators separately to help them establish an understanding of the process and develop a comfort level with the facilitator. This visit often affords the facilitator a chance to understand and appreciate what these stakeholders will bring to and hope for from the process.

Based on information gathered in these meetings, time spent observing the child, and reviewing records the facilitator will determine what maps to use to lead the team in generating information and creating a vision. There are a variety of mapping processes available and flexibility to develop different maps based on what will be most effective in creating the vision based on the individual. The selection and development of the maps is key in the quality of the product. A skilled facilitator will be well versed in the tools and resources available.

The facilitator leads the team in sharing information about the child. He/she keeps the team focused, asks for clarity if needed, listens and attempts to summarize when appropriate. If a conflict does arise, the facilitator is skilled in utilizing strategies to work through the issue and keep the process moving. The facilitator stretches the team to dream while keeping members grounded in reality. Once the vision is created, the facilitator provides closure, including identifying the first steps in making the vision a reality.

Focus person

How should the individual participate in the process? This is one of the most important and also most difficult questions. The individual should participate in the process, but what that participation looks like is as varied as the individuals whom the process can be used. It is the role of the facilitator to determine how to best orchestrate and weave the focus person’s experiences, beliefs and hopes into the tapestry being created. It may occur through having the individual participate as a stakeholder (or, all or part) of the process (or, A separate session may be used to gather information later shared with the team). Factors to consider are; the age of the individual, cognitive level, anxiety about participating, and impact on others’ participation. The facilitator needs to consider how the individual’s participation may impact on others’ ability to say what needs to be said. With an older individual, it may be difficult, particularly for the parents to share concerns if their child is present. If that information is not shared, the vision and learning needs become distorted. The facilitator, along with the focus person and their parents should determine the most effective way for the individual to participate.