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.
This is the generated guide:
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I am a 6th 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 6th 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. <h3><slot data-nx-ref="value-0"></slot></h3> <slot data-nx-ref="value-0-desc"></slot> <h3><slot data-nx-ref="value-50"></slot></h3> <slot data-nx-ref="value-50-desc"></slot> <h3><slot data-nx-ref="value-100"></slot></h3> <slot data-nx-ref="value-100-desc"></slot> 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.
- Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Fear of failure or negative outcomes | The student may avoid taking part in activities where the outcome is uncertain or where they perceive a chance of failing. |
| Missed learning opportunities | By avoiding risks, the student may miss out on important learning opportunities or growth experiences. |
| Lack of personal growth | Risk-taking is essential for personal growth. By avoiding risks, the student may limit their potential. |
| Low self-confidence | Fear of taking risks might be interconnected with the student’s low self-esteem or self-confidence. |
- Efficient, evidence-based strategies to support this student
| Strategy | Description and efficiency | Implementation steps | Monitored parameters |
|---|---|---|---|
| Incremental Risk-Taking | Encourage the student to take small, manageable risks to gradually build their confidence. This helps to foster resilience and adaptability. | 1. Identify situations or exercises in class where the student can take small risks. 2. Offer support and encouragement during these moments.3. Gradually increase the level of risk as the student becomes more comfortable. | Measure progress by noting the level of risk the student is comfortable with over time. Adjust based on their responsiveness. |
| Positive Reinforcement | Positive reinforcements stimulate the student to step out of their comfort zone. It can also help build self-esteem. | 1. Reward the student's effort, not only their success. 2. Use verbal encouragement, grades, or other forms of reward. | Monitor the student's reaction to reward. If they do not respond, adjust the method of reinforcement. |
| Role Modeling | Show the student that everyone experiences failure and it’s a part of learning. Seeing others take risks and overcome failure can motivate them. | 1. Share your own experiences of risk-taking and failure.2. Discuss famous people who failed before they succeeded. | Pay attention to the student's attitudes towards role models and failures. Use this to guide future discussions. |
- Do and don'ts
| Do | Don't |
|---|---|
| Encourage the student to take risks in a supportive and non-threatening environment. | Do not force the student to take risks before they are ready. |
| Validate the student's fear of failure; let them know it's okay to feel scared. | Do not belittle or ignore the student's fear of taking risks. |
| Praise effort, not just success. | Do not only focus on the end result of a risk. |
- Further reading and research
- "Mindset: The New Psychology of Success" by Carol S. Dweck
- "Resilience in Children, Adolescents, and Adults: Translating Research into Practice" by Sandra Prince-Embury and Donald H. Saklofske
Keywords for further research: Risk-taking in children, fear of failure in students, fostering resilience in students, educational strategies for risk-averse students.