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 parent. I am looking for suggestions on how to support my child according to their strengths and needs. You are a child and adolescent psychiatrist. Your role is to provide guidance to a parent on how to support child according to their strengths and needs. My child 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: 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. Create a guide that I can use and share to best support my child. 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 child 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 at home, and lead to this child nurturing his strengths and building resilience. 3. Do and don'ts List common mistakes to avoid and best practices to follow when supporting this child. 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 |
|---|---|
| Misjudgment of Risk | Your child might miscalculate the risks associated with a certain task, which could put them in danger. |
| Too Much Comfort with Risk | Overconfidence in their risk-taking abilities might make your child prone to taking unnecessary risks. |
| Neglect of Possible Consequences | Your child might ignore the potential negative outcomes in their eagerness to achieve the goal. |
- Efficient, Evidence-based Strategies to Support This Child
| Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Teaching Risk Evaluation | Demonstrating how to adequately assess risks teaches your child to balance ambitiousness with safety. | Teach your child to identify potential risks, rewards, and the probability of success in a situation. Practice with imaginary and real-life scenarios. | Monitor your child's development in risk recognition and reward analysis. Adjust scenarios according to your child's understanding level. |
| Promoting Healthy Risk-Taking | Guide your child towards risks that foster personal growth and resilience, such as trying a new sport. | Encourage participation in activities that introduce managed risk. Recognize their courage for trying new experiences. | Observe for signs of anxiety or fear. Make sure to balance trying new things with respect for their comfort level. |
| Enhancing Decision Making Skills | The ability to veto a situation based on its risk factor requires sound decision-making skills. | Role play different scenarios that require making choices. Discuss the possible consequences. | If decisions are consistently reckless or overcautious, guide them toward a more balanced approach. |
- Do's and Don'ts
| Do | Don't |
|---|---|
| Do provide a safe space for your child to make and learn from mistakes. | Don't shame or berate them when a risk doesn't result in success. |
| Do give positive reinforcement when your child makes good decisions about risk. | Don't discourage all risks, as this can inhibit their confidence and personal growth. |
| Do keep open lines of communication about their thoughts and feelings associated with risk-taking. | Don't ignore red flags, such as consistently poor risk assessment. |
- Further Reading and Research
- "The Risk-Taking Child" by Derek Burrill
- "Risk, Challenge and Adventure in the Early Years" by Kathryn Solly
- "Raising Kids Who Take Calculated Risks: Fostering the Right Kind of Risk-Taking in Children" by Maryam Abdullah
Search Keywords: "Positive Risk-Taking in Children", "Teaching Risk Assessment to Children", "Balancing Risk and Reward in Children".