Challenge and Selection   When my son’s grades began to drop one day, I knew we had to do something  about it. I didn’t know what the problem was, how to fix it, or if we could fix it. The  problem had to be major because nothing we tried seemed to improve his grades.  To analyze the issue at hand, we used a storytelling tool. Storytelling is a wonderful  tool designed to build trust, to deepen the mutual understanding between people,  and to break down barriers that can affect our relationships. You tell a story to your  audience in which you present a specific situation with a distinct outcome. You ask  questions and give answers, you build tension and a good flow to compel the  audience. Your audience interprets your story and feels the similarities to the  situation on hand. We also approached a different type of story; a fictional one that  can be continued by the listener to bring one’s experience and expectation to the  surface.    A story connects and can let you walk in someone else’s shoes when told out of  experience. It is important to tell it with passion. As told in the video lecture of  storytelling, the audience wants to be compelled. The type of story you choose is  the way you connect with your audience.     Application   In order to determine the reason for my son’s declining grades, my husband and I  talked constantly with our son. It was necessary to read between his lines as well  as observe his behavior. We had to be empathetic, sensitive and needed to think  like him, even to see the world through his eyes. In order to do that, we used the  storytelling method, not only by telling anecdotes but also dreaming up new stories  and fairytales. Sometimes, it would be his responsibility to carry on or continue the  plot of the story as he wished. We learned so much about his motivation, his  reluctance, his dislikes, and his point of view. The stories he told created a new  perspective for us… his perspective.   In a light hearted and age appropriate manner, we injected alternative plot lines to  his story by guiding his fictitious character into situations and letting him decide how  to react to it. What we discovered was that he began to project his personal  perspectives and emotions on life into these stories. In other words, he was  describing his reality, which was quite different from ours.   One story I started was set in his school. I asked him what the other kids in his  class looked like. He told me that they were all angry. When I asked him why they  were all angry, he told me they were mad at him. My next move was to question the  reason and to implicate a different, funnier reason why all kids in his class were  mad. I showed him how the reaction of those kids would change if we changed the  problem. The story suddenly became a comedy. We had a good laugh. In the end  of that story my son had created a hero for himself that made all kids smile.

Insight and Approach   In this environment, a safe world of pretend stories, my son could walk freely and  act without being scared of the consequences. He felt unbound and uninhibited. His  fears disappeared, and he articulated clearly what he wanted his character to do.  He also learned another valuable lesson, consequences. Occasionally, through our  insistence that a story take a specific turn or that it deviate from his storyline, he  learned what consequences may stem from very specific conduct or choices.   The process of engaging in storytelling with my son enabled us to identify the  problem at hand. I sensed a difference in my son’s behavior and thought process  when my son told me stories. His perception of circumstances or situation wasn’t  ordinary. He would misunderstand people’s emotions or would be really precise on  details like giving the time including exact minutes and seconds. He would place his  stories in his area of expertise even if we tried to place it outside of his comfort  zone. In real life handling a knife, brushing teeth or tying his shoelaces are difficult  for my son. One by one those little details would neither confirm nor deny a different  perception, but his behavior in our stories combined with my observation during the  day showed us a path in our search for the truth.    Now we could seek proper treatment. One answer was to seek out professional  help. We sough the assistance of doctors who specialize in Autism - the degrees of  Autism are vast. Since we sought professional, medical help, we have seen many  small changes in my son and his day-to-day life. There have been some successes  and failures. Next time I would combine many tools of design thinking to get even  more insight of the person I deal with. One tool is a great start; imagine the  possibilities when combined. In any case my son was a part of the team, and his  active participation led to success. We even managed to create quality time by  telling stories and having fun solving our problem. For further challenges regarding  this specific problem I would also use the visualization tool and try to lean on the  four questions of design thinking.


Challenge and Selection When my son ’s grades began to drop one day , I knew we had to do something about it . I did n’t know what the problem was , how to fix it , or if we could fix it . The problem had to be major because nothing we tried seemed to improve his grades . To analyze the issue at hand , we used a storytelling tool . Storytelling is a wonderful tool designed to build trust , to deepen the mutual understanding between people , and to break down barriers that can affect our relationships . You tell a story to your audience in which you present a specific situation with a distinct outcome . You ask questions and give answers , you build tension and a good flow to compel the audience . Your audience interprets your story and feels the similarities to the situation on hand . We also approached a different type of story ; a fictional one that can be continued by the listener to bring one ’s experience and expectation to the surface . A story connects and can let you walk in someone else ’s shoes when told out of experience . It is important to tell it with passion . As told in the video lecture of storytelling , the audience wants to be compelled . The type of story you choose is the way you connect with your audience . Application In order to determine the reason for my son ’s declining grades , my husband and I talked constantly with our son . It was necessary to read between his lines as well as observe his behavior . We had to be empathetic , sensitive and needed to think like him , even to see the world through his eyes . In order to do that , we used the storytelling method , not only by telling anecdotes but also dreaming up new stories and fairytales . Sometimes , it would be his responsibility to carry on or continue the plot of the story as he wished . We learned so much about his motivation , his reluctance , his dislikes , and his point of view . The stories he told created a new perspective for us … his perspective . In a light hearted and age appropriate manner , we injected alternative plot lines to his story by guiding his fictitious character into situations and letting him decide how to react to it . What we discovered was that he began to project his personal perspectives and emotions on life into these stories . In other words , he was describing his reality , which was quite different from ours . One story I started was set in his school . I asked him what the other kids in his class looked like . He told me that they were all angry . When I asked him why they were all angry , he told me they were mad at him . My next move was to question the reason and to implicate a different , funnier reason why all kids in his class were mad . I showed him how the reaction of those kids would change if we changed the problem . The story suddenly became a comedy . We had a good laugh . In the end of that story my son had created a hero for himself that made all kids smile . Insight and Approach In this environment , a safe world of pretend stories , my son could walk freely and act without being scared of the consequences . He felt unbound and uninhibited . His fears disappeared , and he articulated clearly what he wanted his character to do . He also learned another valuable lesson , consequences . Occasionally , through our insistence that a story take a specific turn or that it deviate from his storyline , he learned what consequences may stem from very specific conduct or choices . The process of engaging in storytelling with my son enabled us to identify the problem at hand . I sensed a difference in my son ’s behavior and thought process when my son told me stories . His perception of circumstances or situation was n’t ordinary . He would misunderstand people ’s emotions or would be really precise on details like giving the time including exact minutes and seconds . He would place his stories in his area of expertise even if we tried to place it outside of his comfort zone . In real life handling a knife , brushing teeth or tying his shoelaces are difficult for my son . One by one those little details would neither confirm nor deny a different perception , but his behavior in our stories combined with my observation during the day showed us a path in our search for the truth . Now we could seek proper treatment . One answer was to seek out professional help . We sough the assistance of doctors who specialize in Autism - the degrees of Autism are vast . Since we sought professional , medical help , we have seen many small changes in my son and his day - to - day life . There have been some successes and failures . Next time I would combine many tools of design thinking to get even more insight of the person I deal with . One tool is a great start ; imagine the possibilities when combined . In any case my son was a part of the team , and his active participation led to success . We even managed to create quality time by telling stories and having fun solving our problem . For further challenges regarding this specific problem I would also use the visualization tool and try to lean on the four questions of design thinking .