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 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.
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His/her profile is as follows:

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.

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.

Definitely! Here's a guide that would potentially address this student's needs.

1. Overview of the Challenges Associated with this Profile

Challenges	How They Manifest
Overestimating Abilities	May take high risks based on an inflated assessment of their skills and abilities, causing potential setbacks and frustration if they fail.
Peers' Influence	May engage in riskier behaviors due to peers' influence, risking their academic success or emotional safety.
Misjudging Situations	Might not analyze situations appropriately, leading to reckless behaviors with severe consequences.

2. Efficient, evidence-based strategies to support this student

Strategies	Description	Implementation Steps	Parameters to Monitor and Adjust
Experiential Learning	Engages students in activities that mimic real-world situations to improve risk stratification skills	Step 1: Introduce activity that requires calculated risk. Step 2: Process the outcomes of the activity with the student afterward.	Monitor the student's ability to discern between appropriate and inappropriate risks. Adjust activities as necessary.
Peer Mentorship	The student learns from others with greater experience or insight	Step 1: Pair student with a peer mentor. Step 2: Implement regular check-ins for mentor and student.	Monitor whether the student is taking appropriate risks. If not, revise mentoring strategy or consider a different mentor.
Decision-making Lessons	Teaching the student how to make effective decisions, a key part of risk-taking.	Step 1: Incorporate decision-making exercises, shows how to evaluate risks and rewards. Step 2: Discuss outcomes and decision-making processes.	Monitor student's ability to discern between positive and negative consequences, and adjust lessons accordingly.
Self- Reflection Exercises	Encourage the student to reflect on his/her behaviours and decisions.	Step 1: Assign reflective activities after risks. Step 2: Discuss reflections and the understanding gained.	Monitor student's understanding and ability to learn from their experiences. Modify exercises as required.

3. Do's and Don'ts

Do's	Don'ts
Praise smart risk-taking, focusing on decisions and strategies.	Don't shield the student from consequences of risk-taking.
Encourage safe environments for appropriate risk-taking, like extracurricular activities.	Don't criticize failures, instead frame them as learning opportunities.
Keep open communication about decision-making.	Don't ignore peers' influence on risk-taking behaviours.

4. Further reading and research

You can explore these resources:

"The Adolescent Brain: Learning strategies and teaching tips," by Iroise Dumontheil and Sarah-Jayne Blakemore.
"Risk-Taking in Adolescence: New Perspectives from Brain and Behavioral Science," by Laurence Steinberg.

Possible keywords for your own research:

Adolescent risk-taking, Decision-making in adolescence, Cognitive development in adolescence, Risk assessment, Student engagement strategies, Resilience-building in students.