1.0Thinklusionhttps://thinklusion.webs.uvigo.es/en/thinklusionhttps://thinklusion.webs.uvigo.es/en/author/thinklusion/rich600338<blockquote class="wp-embedded-content" data-secret="S7vS6q68rm"><a href="https://thinklusion.webs.uvigo.es/en/models/04-fatima/">04 – Fatima</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://thinklusion.webs.uvigo.es/en/models/04-fatima/embed/#?secret=S7vS6q68rm" width="600" height="338" title="“04 – Fatima” — Thinklusion" data-secret="S7vS6q68rm" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script> /*! 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He is 25 years old and does not know the language of the host country, as he has just arrived with his father and mother. Their main weaknesses are the lack of job opportunities, as well as the cultural and linguistic barriers encountered. In his favor, he has the support of his family network. Empathize Put on the other person’s shoes and walk around in them for a while! This phase is aimed at sharing and understanding Fatima’s feelings and needs in order to help her in her process of growth and social and labor inclusion. In addition, it is intended to evaluate the initial level of the competencies to be developed during the Design Thinking (DT) process. Timing Session 1. Activity Memories Session 2. Concept of person and evaluation thermometers Session 3. Initial evaluation tests In order to get to know Fatima, the educator uses the activity Memories. This allows them to learn more about her past and her reality from different photographs. The information obtained is organized by using the Concept of person.. Once this first phase has been completed, the educator uses the Evaluation thermometers, indicating the openness shown by Fatima, if the time spent has been adequate, as well as the degree of satisfaction with the information obtained. Educator Opening 3 Time spent 4 Satisfaction 3 The measures obtained reflect a favorable evaluation (in the three thermometers the minimum score of 3 out of 5 to be able to pass to the next phase is equaled or exceeded), considering that, although Fatima could have shown greater openness (the educator takes into account that Fatima has just arrived in the host country and therefore everything is unknown to her, generating fear), the time spent has been adequate and she is satisfied. Finally, given that Fatima and the educator have an adequate level of empathy, it is time to proceed with the initial competency evaluation. The evaluation instruments used are: the Test of Creative Imagination for Adults (PIC-A), the CREA test and an adaptation of the Development of Basic Employability Competencies situational test (DCBE). The information gathered will be useful to evaluate at the end of the process whether the DT methodology has promoted improvements that favor greater autonomy and empowerment in Fatima. The results of the initial evaluation indicate a low number of multiple and diverse responses by Fatima to a given situation, as well as difficulties in questioning different problems. Also noteworthy is a low score for task perseverance. Define What are your day-to-day challenges? Define and prioritize to begin to address them. This phase is aimed at improving Fatima’s ability to identify her problems and needs, define them concretely and decide where to start. Timing Session 4. Definition and prioritization of challenges Session 5. Evaluation thermometers In this second phase, the Needs roulette helps Fatima to express personal difficulties around different topics. In this way, with the guidance of the educator, she identifies different challenges, which from the Definition formula (Description of the person+ NEED +need +BECAUSE+ personal situation) are defined as follows: Challenge 1 Fatima NEEDS to learn the language of the host country BECAUSE she wants to increase her chances of employment. Challenge 2 Fatima NEEDS to improve her academic training BECAUSE she wants to increase her chances of finding a job. Challenge 3 Fatima NEEDS to increase her network of contacts BECAUSE they could help her in her job placement process. In order to choose the resolution of one of the two stated needs, Fatima must evaluate different criteria: the time frame for its achievement (short, medium or long term), its level of difficulty (easy, medium or difficult), the degree to which she believes she will be able to meet the challenge (expectations of success) and the locus of control (if the resolution of the problem depends only on herself, depends on other people or is mixed). Two tools are used for the application of these criteria: the Axis of evaluations, to classify the ideas according to difficulty and temporality and the Analogical scales which evaluates her expectations of success and locus of control. Fatima decides to solve in the first instance the Challenge 1.  From her point of view, its difficulty is medium and it could be solved in the medium term. Moreover, despite her doubts about being able to achieve this challenge, she is aware that it depends largely on herself. Once this phase has been completed, the Evaluation thermometers allow Fatima and the educator reflect on the improvement of her abilities to explore her needs, define them concretely and prioritize them in order to decide where to start. The educator explains to Fatima the self-evaluation process and the indicators used. Fatima Specific definition/requirements operation 4 Identification of different needs 3 Decision making adequate/motivating 4 Educator Specific definition/requirements operation 3 Identification of different needs 3 Decision making adequate/motivating 3 The results show that Fatima can move on to the next phase of the DT methodology by obtaining a final score equal to or higher than 3 out of 5 on all thermometers. Ideate The creative phase par excellence begins. Let’s imagine solutions! Timing Session 6. Analogies Tool Session 7. Evaluation rubrics Session 8. Evaluation thermometers From the previously selected challenge (Fatima NEED to learn the language of the host country BECAUSE she wants to increase her chances of finding a job), Fatima uses Analogies so that she can be inspired to come up with ideas that can solve the challenge posed. Since she has a family member who has gone through a similar situation, she is asked to come to offer her testimony and thus inspire Fatima to offer ideas for resolving her challenge. After listening to the detailed testimony from her family member, some of the ideas Fatima brings to solve her challenge are: Ask a family member to help her learn the basics of the language of the host country. Learn the language of the host country through the translation of texts that interest her (stories, music…). Create an informal space where she can offer lessons in thehttps://thinklusion.webs.uvigo.es/wp-content/uploads/2022/12/Thinklusion-Modelos-Fases-Empatizar.png