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 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: 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.
- Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Overcoming Fear of Failure | Students may avoid harder tasks where they feel failure is more likely—this limits their possibilities for learning and growth. |
| Misjudging Risk-Benefit Analysis | Students may tend to take on too many high-risk tasks where the potential for success is relatively low or not worth the potential negative outcomes. |
| Poor Decision-making | Unable to accurately assess the risk vs. reward of a given task can lead to repetitive mistakes and unproductive risk-taking. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Gradual Exposure | Gradual exposure to risk can help students overcome fear and learn to take calculated risks. | Begin with small, low-stakes risks and gradually increase over time. | Monitor student's comfort level and emotional state. Adjust by increasing or decreasing the risk exposure based on performance. |
| Risk-Benefit Education | Teach students how to perform risk-benefit analysis accurately. By understanding the pros and cons of each decision. | Discuss potential outcomes, positive and negative, for different scenarios. | Observe how the student evaluates risks and decisions. Give feedback and adjust instruction as necessary. |
| Encourage Acceptance of Failure | Promoting a growth mindset helps students accept failure as part of the learning process, promoting more constructive risk-taking. | Encourage students to view mistakes as opportunities for growth. Discuss examples of successful individuals who experienced failure. | Watch for signs of stress or excessive fear of failure. Re-address mindset and provide extra support as needed. |
- Do and Don'ts
| Do | Don't |
|---|---|
| Do provide safe environment for risk taking | Don't ridicule or punish failure |
| Do encourage critical thinking and wise decision making | Don't encourage uncalculated risk taking |
| Do provide support and positive feedback | Don't let student undertake challenges well out of their skill level |
- Further reading and research
- "Risk-Benefit Analysis in Decision Making" by Paul Goodwin and George Wright
- "Learning from Failure" by Matthew Syed
- "Mindset: The New Psychology of Success" by Carol S. Dweck
Keywords: Risk-taking, Risk-Benefit Analysis, Growth Mindset, Fear of Failure, Decision Making, Gradual Exposure.