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.
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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. <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 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. 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 |
|---|---|
| Anxiety towards failure | Student avoids participating in activities which may lead to failure, such as complex math problems. |
| Inhibition of personal development | Refusal to take risks might lead to missed opportunities which could potentially aid in the student's growth. |
| Lack of confidence | The student might struggle with self-esteem due to fear of consequences. |
- Efficient, evidence-based strategies to support this student
| Title | Description | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Promote a Growth Mindset | This strategy fosters the view that abilities can be developed through dedication and effort. It may help the student to accept failure as a part of learning. | Praise the effort, not the result. Encourage the student to learn from mistakes rather than fearing them. | Observe the student's reactions to challenges and failures. Adjust the strategy if the student still shows high anxiety and stress. |
| Incremental Risk Taking | Gradually increasing the complexity of tasks can help the student learn handling risk in a controlled manner. | Start off with simple tasks and gradually introduce more complex tasks. Provide support as necessary. | Monitor the student's comfort level and progress. If the student is struggling, scale back the difficulty. |
| Safe Environment Encouragement | Encouraging risk-taking in a supportive, non-competitive environment can help the student open up. | Foster a supportive classroom environment where everyone's ideas are valued. Organize group problem-solving sessions. | Regularly check the student's comfort level. Modify classroom environment if student doesn't feel comfortable. |
- Do and don'ts
| Do | Don't |
|---|---|
| Allow the student to make mistakes | Don't criticize or ridicule the student for taking risks |
| Encourage the student to take manageable risks | Don't force the student into risk-taking situations they're not comfortable with |
| Provide a safe and supportive learning environment | Don't punish the student for making errors |
- Further reading and research
- “Mindset: The New Psychology of Success” by Carol S. Dweck
- “Teaching with the Brain in Mind” by Eric Jensen
- "Fostering Risk-Taking in Mathematics Classrooms: Research and Practice"
- "Motivating Mathematics: Engaging Teachers and Engaged Students".
Keywords for further research: Growth Mindset, Incremental Learning, Educational Psychology, Risk Taking in Education.