Creating an ecomap of a family can be a valuable tool in the field of early intervention. Research has shown that early intervention is highly beneficial for children with developmental delays and can significantly improve their outcomes (Bagnato, Neisworth, & Munson, 1997). An ecomap is a visual representation of the relationships and interactions within a family system, helping professionals to understand the dynamics and identify areas of strength and support. This process involves actively listening to family members, creating a safe space where they can openly express their thoughts and emotions. According to research conducted by the Center for Parent Information and Resources (CPIR), ecomaps allow professionals to gain a deeper understanding of how different family members relate to one another, as well as their roles and responsibilities within the family unit. In addition to this, an ecomap is a collaborative tool that encourages families to actively participate in their child's intervention process. It empowers them to identify their own strengths, resources, and areas requiring further support. By involving families in this process, the ecomap promotes a sense of ownership and responsibility, consequently enhancing the effectiveness of early interventions. I recently used an ecomap for the first time to gather more information about a family’s ecology. The purpose of the exercise was less about early intervention and more to gain a better understanding of the family’s anxiety about their son attending school and taking part in the usual school activities due to a medical condition he has suffered since birth. Background information Yusof is a Year 3 student. He joined the school in the second term of Year 2 after he had been homeschooled for the two years of the pandemic. Yusof was diagnosed with an immune disease when he was very young. He gets sick often and his symptoms for something like a common cold can be severe and life threatening. He is absent from school a lot and when he is in school, his parents do not allow him to take part in most of the activities outside of lessons in school. Teachers report that Yusof really wants to try out for the football team and when his parents are not around, he wants to do everything his friends do. He is becoming more aware that he is different from his friends and he looks sad most of the time. Yusof’s mother is often anxious about him being in school and insists that he wears his mask all the time. He is allowed playdates with friends but only at their house where she can supervise. She regularly emails the school about bullying and the way other children behave. On investigation, it turns out that she has observed children behaving in a certain way in some part of the school and has then created a hypothetical situation where Yusof is part of the group of children she observed. What she then reports is something that did not actually happen, but what she has anxiety over as it might happen to her son. The last email of this nature provided the perfect opportunity to invite her in to discuss her concerns. The ecomap seemed like the perfect tool to better understand the root of her concerns and hopefully support her with some strategies to feel less anxious and in turn help Yusof to become more self-assured and independent. The Process Meeting Yusof’s mother face-to-face gave her the opportunity to talk about her concerns and I was hoping that it would help me to gain a better understanding about her anxieties. I did not originally plan to create an ecomap with this family but after listening to the mother’s concerns I could see the benefit of gathering more information about their ecosystem. I explained to the parent what an ecomap is and how creating one will help me better understand Yusof’s life outside of school and it will also give a clear picture of his support systems in and out of school. The mother agreed to let us create one together. Creating the Ecomap Starting with a blank sheet of paper I drew the outline of a house. I asked the quotations below, allowed the mother enough time to answer and then added the information inside the house. Who makes up your nuclear family? Which extended family members are a regular part of your lives? Who are all the people living in your house? Who else is Yusof’s life in this setting? Neighbours? Family friends? I asked some follow-up questions from the answers that the mother provided and added any relevant information to the map. I then clarified with the mother that we have not missed anyone and then moved on to the next part of the map. Next, I drew a rectangle to represent school. Who is Yusof’s support in school? What level of support do they provide? Who are Yusof’s friends in school? Do these friendships extend into other areas of Yusof’s life (i.e. playdates after school or on weekends)? Once I confirmed with the mother that we have included all the information, I drew a circle to represent professional support systems (i.e. medical or therapy). Does Yusof receive any additional support from a care provider / care providers? Who are they? What level of support does Yusof receive from each of them? A final check with the mother that all support has now been added to the map revealed that Yusof’s father spends most of his time back in their home country, that the grandparents, an uncle and aunt and Yusof’s cousins regularly visit from the home country too. To represent the home country, I drew an oval and added this information to it. Finally, Yusof’s mother and myself looked at the ecomap and I asked her if there was anything she would like to add or change. We summarised some of the key points that the ecomap highlighted and I explained to the mother how we can now use the ecomap to identify gaps in the Yusof's support system, develop effective intervention strategies, and engage in collaborative decision-making with her family to ensure their well-being. The mother expressed her gratitude for the school’s support and the time we have spent to learn more about her family. I made a copy of the ecomap and handed it to Yusof’s mother. I kept the original one in Yusof’s file. Reflection The intended purpose of creating an ecomap with this family was to help me gain a better understanding of the mother’s anxiety around sending her child to school and having him participate in the same activities as his classmates. Beside the fact that the family feels valued and supported as a result of the meeting and the time we spent creating the ecomap, I found out a lot about Yusof’s routines, relationship with family members and established support systems that I would not have known about otherwise. In addition to the information already mentioned in the section about creating the ecomap, Yusof’s mother shared information that truly helped me to better understand her concerns and the degree of her anxiety. Some of the key takeaways from the information gathered that will also support interventions were: When Yusof was two years old, he fell terribly ill while the family was on holiday in Malaysia. He was in a critical condition in hospital in Kuala Lumpur where he was diagnosed with an immune disease. He stayed in hospital for weeks, during which time the family decided to move to Malaysia so that Yusof could remain under the care of the doctors that the family trusted. They moved into a house next to the hospital. The father still works in their home country and travels back and forth frequently. For the majority of the time, the mother is alone in Kuala Lumpur with the two children. The family employs a chef, a driver, a nanny and a helper full time. The family almost never have meals together. The children eat early as they go to bed at 7:00pm and the mother eats by herself on most evenings. The children can decide each day what they would like to eat and the chef will prepare their individual choices. Although the mother refuses that Yusof take part in swimming classes during PE lessons at school, Yusof has a swimming coach who goes to their house to teach him swimming. The mother shared that she allowed Yusof to take part in football trials at school in the same week of our meeting as she knows how much he loves it and she wanted him to have more of the experiences his peers have. Conclusion Creating an ecomap proved to be a valuable and effective tool in gaining a better understanding of the dynamics and support systems within Yusof's family. Through actively listening to Yusof's mother and involving her in the process, we were able to identify key areas of concern and support, as well as highlighting the impact of Yusof's medical condition on his daily life. The ecomap not only provided a visual representation of the family's ecology, but also fostered a sense of ownership and collaboration, enhancing the effectiveness of early interventions. The process of creating the ecomap allowed us to gather important background information about Yusof's medical history and the family's decision to move to Malaysia. It also shed light on the mother's anxieties and the extent of support she receives as she navigates Yusof's condition. The ecomap highlighted key factors such as the father's frequent travel, the family's reliance on hired help, and the lack of shared meals as a family. Additionally, the ecomap revealed that while Yusof's mother has concerns about his participation in certain activities at school, she also recognizes the importance of providing him with opportunities to engage in activities he enjoys. The ecomap serves as a tool for ongoing communication and decision-making, ensuring the well-being of Yusof and his family as they navigate the challenges posed by his medical condition and schooling. References Centre for Parent Information and Resources (2019). Family-created genograms and ecomaps: Tools for exploring child abuse and family violence. Retrieved from https://www.parentcenterhub.org/genograms-and-ecomaps Bagnato, S. J., Neisworth, J. T., & Munson, S. M. (1997). LINKing assessment and early intervention: An authentic curriculum-based approach. Paul H. Brookes Publishing Co.. Willis, D., Levings, E., & McAuley, K. (2016). Early Childhood Family Voices in Early Intervention Decision-Making: A Case Study. Early Childhood Education Journal, 44(5), 1-10. (https://link.springer.com/article/10.1007/s10643-015-0743-5)