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:

View prompt


I am a 2nd grade 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 2nd grade 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.

Overview of the challenges associated with this profile

Challenges	How they manifest
Fear of Failure	The student may avoid participating in activities where he/she is not confident about succeeding.
Missed Opportunities	The student may miss out on experiences due to fear of negative outcomes, even when these outcomes are unlikely or minor.
Limited Growth and Learning	When a child avoids taking risks, they miss the chance to learn from their successes and failures, slowing their personal development.
Low Self-Confidence	Being overly cautious can stem from or lead to low self-esteem or self-confidence.

Efficient, evidence-based strategies to support this student

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Positive Reinforcement	Reward and reinforce student's bravery and risk-taking attempts, which can strengthen self-confidence and decrease aversion to risk.	Praise the student when they take any form of risk, ensuring the feedback is constructive and emphasizes the effort, not the outcome.	Monitor the student's response to reinforcement, and alter the type or frequency of rewards if needed.
Role Modeling & Story Telling	Showing examples of successful measured risk-taking can demonstrate the potential positive outcomes. It not only reinforces the concept but also makes it more relatable to the student.	Share stories of successful risk-taking and include examples within the school and classroom, or from books and history.	Observe if the student seems more receptive to taking risks after the stories. Adjust the type of stories or examples if necessary.
Safe Risk-Taking Opportunities	Encourage student to take calculated risks that are safe but challenging, so they can experience both failure and success in a supportive environment, building resilience over time.	Integrate activities like group projects or presentations that push students slightly out of their comfort zones yet are within their capabilities.	Monitor the student's comfort level during such activities and the balance between challenge and frustration.
Structured Peer Interaction	Engaging in group activities can encourage the student to take more risks, as they feel more comfortable among their peers.	Design group projects or activities where each member needs to contribute something unique, encouraging the student to take risks.	Monitor the student's interactions and level of participation within the groups and adjust grouping if necessary.

Do and don'ts

Do's	Don'ts
Do acknowledge and celebrate the student's efforts, even when the result is not successful.	Don't focus solely on outcomes, as it may discourage the student from taking chances.
Do foster a supportive and encouraging environment where the student feels safe to take risks.	Don't force or push the student into high-risk situations without preparing them.
Do offer constructive feedback, pointing out what they did well.	Don't ridicule or shame the student when they fail, this may further discourage them about taking risks.

Further reading and research

Books:
"Mindsets in the Classroom: Building a Growth Mindset Learning Community" by Mary Cay Ricci
"Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead" by Brené Brown
Keywords for further research: risk aversion in children, fostering bravery in students, promoting growth mindset, reducing fear of failure in kids.