LISA ChatGPT

Well-being and mental health are fundamental components of children's development and their educational success. Yet, more than one in four children face challenges such as neurodevelopmental and learning disorders (like Specific Learning Disorder, Autism Spectrum Disorder, Attention deficit hyperactivity disorder, etc.), mood disorders (like anxiety, depression), or emotional and behavioral disorders.

In the absence of detection and intervention, these challenges often lead to severe consequences for the child and those around them: lack of interest, dropping out, bullying, violence, suicidal actions...

The LISA research-action program provides educational stakeholders with tools to identify, understand, and collaborate, to support each child, both in and outside of school, based on their strengths and needs. Co-constructed by teachers, families, researchers, clinicians, and other educational actors, LISA develops a community, a training program, and a digital platform.

LISA is originally developed and prototyped in France, initiated by iféa, a network of innovative schools, and the Learning Planet Institute. LISA is developed Under the supervision of its scientific committee, including Ariel B. Lindner, Bennett L. Leventhal, Richard Delorme, Bruno Falissard, Caroline Huron, Yasser Kazhaal, and others; a dedicated team including Anirudh Krishnakumar, Naima Page, Kseniia Konischeva, Arno Klein, and others; and key partner institutions including the Child Mind Institute, INSERM U1284, CléPsy, and the Robert Debré Hospital in Paris.

The project has received support from the French government to be deployed in 200 schools within the Académie de Créteil, Académie de Paris, Académie de Versaille, and the Mission laïque française.

LISA aims to provide stakeholders in the education of children and adolescents with evidence-based, actionable, and accessible training and guidance in the process of identifying and supporting their unique strengths and needs. As part of this effort, LISA is building a database of resources, Lisapedia.

While all Lisapedia content will be carefully written, reviewed, and validate by a scientific and editorial committee, this page represents a technological proof of concept of combining structured knowledge from field experts with generative AI to draft content, which can then be reviewed and edited by experts.

THIS CONTENT IS DISPLAYED HERE FOR DEMONSTRATION PURPOSES ONLY. IT IS NOT INTENDED TO BE USED AS A REFERENCE. SOME CONTENT MAY BE IRRELEVANT, OR EVEN OUTRIGHT FALSE. IF YOU SUSPECT A MEDICAL CONDITION, IMMEDIATLY REFER TO A TRAINED PROFESSIONAL.

In this area, my children/student displays the following behavior:Help

Overly cautious; refuses to take any chances
Some individuals are fearful of taking even minimal risk or to engage in actions when the gain greatly outweighs the little or no chance of adverse outcome. Risk-avoidant behavior often leads to many missed opportunities.
Appropriately takes risks to achieve goals
Individuals frequently make risk-benefit assessments before they engage in a task, with some assessments identifying little risk for big gain and others requiring great risk for small gain. Risk-taking is highly dependent on context and individual skills meaning that individuals with good judgment and skill at risk-benefit analysis often have advantages due to the high reward for efforts, even if they are risky.
Overly cautious; refuses to take any chances
Some individuals either lack the ability or are unwilling to recognize unreasonable risk or danger in most situations. As a result, they fail to properly assess the risks intrinsic to a situation leading to taking chances well in excess of the potential benefit in a given situation, leading to unnecessary waste of resources or to harm to the individual or others.

I am:

This is the generated guide:

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I am a 12th grade math teacher. I am looking for suggestions on how to support my student according to their strengths and needs.

You are a child and adolescent psychiatrist. Your role is to provide guidance to a 12th grade math teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Risk Taking - takes chances to achieve a goal when faced with possible failure, embarrassment, or harm: Risk taking is the ability to overcome the possibility of failure, embarrassment, or harm in order to achieve a specific goal or to acquire a particular want or need. Appropriate risk taking requires a sensible analysis of the balance between outcomes and the possible consequences of a particular action.
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His/her profile is as follows:

Overly cautious; refuses to take any chances: Some individuals are fearful of taking even minimal risk or to engage in actions when the gain greatly outweighs the little or no chance of adverse outcome. Risk-avoidant behavior often leads to many missed opportunities.

Create a guide that I can use and share to best support my student.

The guide MUST have the following structure:


1. Overview of the challenges associated with this profile

Present this section as a markdown table with 2 columns:
- Challenges,
- How they manifest.

2. Efficient, evidence-based strategies to support this student

In this section, include 3 to 5 strategies. Each strategy must have:
- A title,
- A brief description and why it is efficient,
- Specific implementation steps,
- Parameters to monitor and adjust.

Present this information in a markdown table with 4 columns.

Each strategy must be sustainable and easy to implement in the classroom, and lead to this student nurturing his strengths and building resilience.

3. Do and don'ts

List common mistakes to avoid and best practices to follow when supporting this student.

Present this information in a markdown table with 2 columns.

4. Further reading and research

List resources that can help me learn more about this profile, as well as a choice of keywords to use in my own research.

Be concise and use simple language. Prefer using bullet points and/or markdown tables instead of long text paragraphs.

1. Overview of the challenges associated with this profile

Challenges	How they manifest
Fear of failure	The student avoids trying new things due to the fear of potentially failing, even when the risk is minimal.
Missed learning opportunities	Overly cautious behavior can limit opportunities for intuitiveness and creativity, negatively impacting the student's learning potential.

2. Efficient, Evidence-based Strategies to Support this Student

Strategy	Why it's Effective	Implementation Steps	Parameters to monitor
Develop a growth mindset	By developing a growth mindset, the student will learn to see challenges and risks as opportunities for growth, rather than something to fear.	Encourage the student to take small risks within a safe environment. Praise efforts rather than outcomes.	Monitor the student's attitude toward challenges and risks, and adjust the support as needed.
Exposure Therapy	Gradual exposure to risk-taking can lessen the fear associated with it.	Start with very small risks and gradually increase the difficulty level as the student's confidence grows.	Observe changes in the student's reactions towards risk-taking and adjust the level of 'risk' in tasks accordingly.
Peer Modeling	Seeing peers take risks and succeed can motivate the student to do the same.	Pair the student with a peer who's comfortable with risk-taking during group tasks.	Record how the student's risk-taking behavior changes when working with different peers.

3. Do and Don'ts

Do's	Don'ts
Do provide consistent feedback and encouragement	Don't pressure the student to take bigger risks before they're ready.
Do create a safe and supportive classroom environment	Don't shame or criticize the student for their fear of taking risks.

4. Further reading and research

Related Books:

"Mindset: The New Psychology of Success" by Carol Dweck
"The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed" by Jessica Lahey

Keywords for further research:

Growth Mindset
Behavioral Therapy
Desensitization
Peer Modeling