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.

I want to help my children/student in the following, more specific area:Help

Social Engagement - engaging in social behavior
Social engagement is the combination of intent to form and maintain social interactions combined with the appropriate and flexible application of social speech, cues, gestures, and behaviors (e.g., smiling, visual regard, hand shaking/bowing, etc.). Social engagement directs these behaviors toward individuals or groups, with the goal of establishing and maintaining reciprocal, social transactions and relationships.
Social Communication - communication enabling social interactions
Social functioning is the ability to share thoughts, needs, ideas, and behaviors. Social communication includes words and gestures in conjunction with an "invitation" to respond, as well as the willingness to receive and accept social responses. This leads to reciprocity, or "turn-taking," the repeated exchanges of thoughts, needs, ideas, and behaviors that form the basis of conversation, discussion, collaborative work, and play.
Social Cooperation - cooperating in social interactions, including play
Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.
Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems
Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems. This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.

In this area, my children/student displays the following behavior:Help

Uncooperative in work, school, play, and/or other reciprocal social interactions
Unwilling or unable to share in a common goal or objective by communicating, following rules, or being helpful due to lack of understanding, selfishness, fear, worries about performance, or embarrassment.
Cooperates flexibly and appropriately in work, school, play, and/or other reciprocal social interactions
Recognizes the appropriate role in shared activities, and is able to then helpfully follow instructions and social rules in an attempt to work with others to achieve a common goal or objective in work or play.
Overly cooperative, even when disadvantageous, in work, school, play, and/or other reciprocal social interactions
Excessive compliance with rules and instructions, or oversharing, even when it may interfere with shared or personal goals and objectives. Will cooperate with suggestions from others even if it may not be harmful.

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:

Social Cooperation - cooperating in social interactions, including play: Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.

His/her profile is as follows:

Overly cooperative, even when disadvantageous, in work, school, play, and/or other reciprocal social interactions: Excessive compliance with rules and instructions, or oversharing, even when it may interfere with shared or personal goals and objectives. Will cooperate with suggestions from others even if it may not be harmful.

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
Difficulty asserting self	The student tends to comply excessively to rules and instructions, sometimes at the detriment of their own needs and personal goals.
Susceptibility to manipulation	They cooperate with suggestions from others even when clearly disadvantageous or potentially harmful.
Oversharing information	Oversharing can disrupt the flow of class, impede on personal privacy and affect class dynamics.
Difficulty with individual tasks	Due to their excessive compliance, the student might have trouble completing tasks that require assertion and independence.
Low self-esteem	Too much cooperation and compliance can lead to questioning their own abilities, leading to low self-esteem.

Efficient, evidence-based strategies to support this student

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Assertiveness Training	Developing assertiveness can help the student stand up for his/her rights and needs in a polite, assertive manner.	1. Incorporate group work where the student can practice standing up for his/her ideas. 2. Provide gentle feedback when you notice them stepping back too much. 3. Reward assertiveness.	Monitor progress through observation during group work and personal conversation with the student. Adjust by improving feedback method and depth of training.
Teaching Personal Boundaries	This strategy focuses on teaching the student about personal boundaries to balance sharing and withholding information.	1. Discuss and clarify the concept of personal boundaries in class. 2. Reward behavior respecting personal boundaries. 3. Incorporate personal boundaries in class rules.	Monitor student's understanding of boundaries through classroom interaction and their behavior. Adjust strategy by increasing emphasis on personal boundaries in classroom norms.
Self-esteem building activities	This can help the student recognize their personal strengths and understand that they have input of value.	1. Inculcate reflective practices. 2. Praise efforts and achievements on individual tasks. 3. Provide leadership roles in group tasks.	Monitor changes in student's confidence and participation levels. Adjust by individualizing praise and responsibilities based on student's strengths.

Do's and Don'ts

Do's	Don'ts
Do encourage healthy assertion in individual and group tasks.	Don't forget to reinforce understanding of personal boundaries.
Do promote self-efficacy and independent decision making.	Don't disregard signs of discomfort or potential exploitation by others.
Do praise not only results, but also efforts and progress.	Don't neglect the student's emotion and self-esteem.

Further Reading and Research

Resources:

Books:
"Your Perfect Right: Assertiveness and Equality in Your Life and Relationships" by Robert Alberti
"More Than a Doormat: How to Assert Yourself for Love and Happiness" by Robert M. Sherfield
Articles:
"Raising a Powerful Girl. Building Resilience and Promoting Healthy Relationships" - PBS parents
YouTube:
"The Skill of Self Confidence" by Dr Ivan Joseph

Keywords for more research: "assertiveness training", "teaching personal boundaries", "building self-esteem in adolescents", "coping with oversocial cooperation".