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 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.
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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 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.

Guide for Supporting a Child who is Overly Cautious

1. Overview of the Challenges Associated with this Profile

Challenges	How they manifest
Fear of failure or embarrassment	Avoidance of new activities or situations, reluctance to try new things, tendency to stick to familiar tasks and routines, difficulty making decisions
Low self-esteem	Negative self-talk, self-doubt, sensitivity to criticism, lack of belief in their own abilities
Anxiety	Nervous reactions to unfamiliar or unpredictable situations, frequent worry about outcomes, physical symptoms such as headaches or stomachaches

2. Efficient, Evidence-based Strategies to Support this Child

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Gradual Exposure	Gradually introducing the child to new situations or activities can help them become comfortable with a small amount of risk.	Start with simple activities that involve little risk. Gradually increase the complexity and risk over time. Praise the child for their efforts and reinforce the idea that making mistakes is a normal part of learning.	Monitor the child's anxiety levels and adjust the pace of exposure accordingly. Slow down if the child becomes overly anxious.
Enhance Self-Esteem	Boosting the child's self-esteem can make them more resilient to failure.	Encourage the child's interests and talents. Engage in activities that boost their confidence, such as art, sports, or dance. Encourage the child to take pride in their achievements.	Look for signs of improved self-esteem, such as more positive self-talk and a more positive attitude towards new experiences.
Teaching Risk Analysis	Equipping the child with the knowledge and skills to analyze risk can help them make smarter decisions.	Teach the child about risk and reward. Discuss potential outcomes of different actions. Encourage the child to weigh pros and cons before making decisions.	Monitor the child's decision-making process. Make adjustments if the child continues to avoid risks excessively or seems overwhelmed by the concept.

3. Do and Don'ts

Do's	Don'ts
Do be patient and supportive. Provide reassurance when the child is feeling anxious or unsure.	Don't force the child into situations that they find uncomfortable. This can increase anxiety and resistance.
Do model appropriate risk-taking behaviors. Show the child that it is okay to make mistakes and learn from them.	Don't criticize the child for being cautious. This can increase fear and anxiety.
Do encourage open communication about fears and anxieties. This can help the child feel understood and supported.	Don't dismiss or downplay the child's feelings of fear or anxiety. Validate their feelings and help them develop coping strategies.

4. Further Reading and Research

"The Opposite of Worry: The Playful Parenting Approach to Childhood Anxieties and Fears" by Lawrence J. Cohen
"Helping Your Anxious Child: A Step-by-Step Guide for Parents" by Ronald M. Rapee

Key Research Terms

Childhood anxiety
Exposure therapy for children
Building self-esteem in children
Teaching risk analysis to children