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 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 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 tends to avoid challenging tasks due to the fear of failure. |
| Limited personal growth | Since the student is overly cautious, they might miss out on learning new skills, which could limit their personal growth. |
| Decrease in academic performance | Due to their avoidance behavior, the student may have lesser learning opportunities leading to backwards academic progress. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Encouraging Growth Mindset | The belief that skills and intelligence can be developed over time, creating a love for learning and resilience. | Teach the student about the growth mindset. Show examples of individuals who have grown through effort. Provide explicit feedback on the student’s efforts and strategies. | Monitor the student's reactions to challenging tasks and their resilience in tackling these tasks. |
| Graded exposure to risk-taking | This involves gradually exposing the student to situations that involve reasonable risk. | Begin with small, manageable challenges, Celebrate successful risk-taking attempts. | Measure the student’s anxiety levels after each task. Keep a track of their decision making process. |
| Peer examples and modelling | Seeing their peers succeed in risk-taking can motivate the student to do the same. | Set up group work or peer learning activities. Provide positive feedback when the student learns from and follows their peers. | Observe the student's interaction, learning and participation in group activities. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Do celebrate small successes | Don't overly praise the student, which may make them more afraid of failure |
| Do provide support and reassurance as the student takes risks | Don't punish or criticize for failed attempts at risk-taking |
| Do use peer models and examples | Don’t force the student into risky situations without proper preparation |
- Further reading and research
Resources:
- "Mindset: The New Psychology of Success" by Carol S. Dweck
- "Understanding and Supporting Risk Taking in Play"
- "Teaching with the Brain in Mind" by Eric Jensen
Research Keywords:
- Growth Mindset in education
- Graded exposure therapy
- Overcoming Fear of Failure in students
- Role of positive peer examples in education
- Promoting risk-taking in academic settings