All About Me Map: A Child-Friendly Conversation Tool

Prepare the Activity

Use a large sheet of paper, markers or pencils and a comfortable space. Sit alongside the child when that feels less intense than sitting face to face. Explain the activity in plain language: “We can make a map about you. You can draw, write, point or tell me what to add. You can skip anything you do not want to answer.”

Before starting, clarify what will happen to the map. In a clinical or school setting, explain whether it will become part of a record, who may see it and the limits of confidentiality. Children should know that adults may need to act if they are worried about someone’s safety. Do not promise secrecy that cannot be kept.

Invite the child to choose the centre of the map. They might add their name, a symbol, an avatar or something else that represents them. From there, use branches, islands, roads, speech bubbles or any structure the child prefers.

Begin With Strengths and Everyday Life

Start with topics that are usually easier to discuss. Possible prompts include:

• What do you enjoy doing when you can choose?
• Who are the people, animals or groups that matter to you?
• What are you proud of learning, trying or helping with?
• Where do you feel comfortable or most like yourself?
• What helps a good day go well?

Use follow-up questions sparingly. Reflect what the child has said and check your understanding: “You put the library near the centre. Is that an important place for you?” The child remains the expert on what the symbol means.

Explore Feelings and Support Without Pressure

Once the child is engaged, ask permission before moving towards harder topics. You might suggest another section for challenges, changes or things they want help with. Useful prompts include:

• Are there times when school, home or friendships feel difficult?
• What does your body notice when a feeling becomes strong?
• What usually helps, even a little?
• Who could support you if something felt unsafe or overwhelming?
• If one part of the week became easier, what would be different?

A child might answer with a drawing, a colour, a gesture, a few words or no answer. Accepting “I don’t know” or “pass” protects choice. Repeated questioning can make an activity feel like an interview and may reduce trust.

A 2022 systematic review of 31 studies on adolescent involvement in mental health care found that young people valued collaborative relationships and the right to participate. Evidence about the effectiveness of specific involvement structures was fragmented and the included studies did not report safety outcomes (Viksveen et al., 2022). This means participation should be meaningful and supported, not treated as a guarantee of better outcomes.

Adapt the Map to the Child

Some children prefer photographs, stickers, objects, typed words, a tablet or an adult acting as a scribe. A child with communication differences might choose from pictures, use augmentative and alternative communication or build the map over several sessions. A child with motor or visual needs may need different materials. Offer options without assuming that a diagnosis determines the child’s preferences.

Culture, language, family structure, disability, spirituality and community may shape what belongs on the map. Invite the child’s own words for family members, identity and relationships. Avoid asking a child to rank people or disclose private information simply because a template contains that question.

Use the Map Responsibly

Review the finished map with the child. Ask what feels most important, whether anything should be changed and what they want the adult to remember. In therapy, the map can inform shared goals. At school, it might help an educator understand supports and interests. At home, it can create a calm conversation about strengths and connection.

Keep these limits in mind:

• Do not analyse colours, placement or omissions as diagnostic signs.
• Do not require disclosure or use the activity to investigate suspected abuse.
• Do not share the map more widely than agreed, except when safety or legal duties require action.
• Do not assume the map is complete. Children’s priorities and circumstances change.
• Do not replace a comprehensive assessment with an engaging activity.

If a child describes harm, abuse, suicidal thoughts or an immediate safety concern, stay calm, listen carefully and follow the relevant safeguarding or emergency procedure. Professionals should work within their role, competence and organisational requirements. Parents can contact a health professional or emergency service when safety is uncertain.

Continue the Conversation

Return to the map later and invite the child to add new strengths, people, coping ideas or goals. Progress can include feeling more understood, naming a need, accepting help or identifying one safe next step. It does not have to mean talking more.

The The Best of Friends® Holiday program is the most relevant current workshop for children who want structured practice with friendship, communication and self-awareness. Tell Me a Story cards are the most closely related available product because they provide prompts for sharing memories, strengths and experiences. The live product page currently provides an Add to Cart option. These resources can support conversation but do not replace assessment or individual care.

The strongest version of an All About Me map is not the most detailed one. It is the one the child recognises as their own and feels comfortable discussing.

This article provides general information. Clinical, educational and safeguarding decisions require individual assessment and professional judgement.