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 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. <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 |
|---|---|
| Fear of Failure | The student avoids tasks or situations that are challenging or unfamiliar, lowering their exposure to learning opportunities. |
| Anxiety | Fear of mistakes can lead to anxiety, often exhibiting as avoidance, restlessness, or specific worries about school tasks. |
| Stifled Creativity | Their decision-making could be hindered due to excessive fear of acting out-of-the-box or innovating in their approach. |
| Low self-confidence | Constantly avoiding risks could lead to low self-esteem and a lack of self-belief. |
- Efficient, evidence-based strategies to support this student
| Title | Description | Implementation Steps | Monitoring Parameters |
|---|---|---|---|
| Small Steps Approach | Help the student to risk taking by breaking down tasks into smaller, less intimidating pieces. | Start with easy tasks, gradually increasing the difficulty level while maintaining a supportive environment. | Monitor the student's confidence and anxiety levels. Adjust the difficulty of tasks as needed |
| Reinforcement technique | Use positive reinforcement to foster risk-taking behaviour. | Reward the student when they take calculated risks even when they fail. | Look at the student's response to reinforcement and their willingness to take risks. Adjust the frequency and type of rewards if required. |
| Challenge Framing | Reframe the notion of failure, depicting it as a learning opportunity rather than a deficit. | Encourage the student to view mistakes as part of the learning process. | Monitor the student's perception of failure and adjust conversations accordingly. |
| Role Play Scenarios | To help the student acquire a balanced risk-assessment skill through observing and learning. | Create various situations to explore outcomes and possible risks in a safe environment. | Observe the student's responses in these scenarios and adjust scenarios as necessary. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Do provide a safe and supportive environment to explore and express capabilities. | Don't emphasize perfectionism; not every task has to result in success. |
| Do encourage small risk-taking actions and applaud efforts, not just results. | Don't push too hard or create too much pressure, which may cause the student to withdraw. |
| Do communicate regularly about their feelings or fear. | Don't compare their progress with other students; each child is unique. |
- Further reading and research
- "Overcoming Your Child's Fear of Failure" by Jessica Lahey.
- "The Risk-Taking Child: How to Teach Your Child to Be Brave" by Angie Morgan.
- Keywords for research: "child fear of failure", "encouraging risk-taking in children", "overcautious child", "supporting child with low risk tolerance".