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: Anger management - managing responses when provoked/frustrated: Anger is a typical experience that reflects the strong expression of annoyance, frustration, or displeasure. While anger is a typical emotion, reactions can vary from well-regulated and appropriate, to poorly modulated, disruptive, and even violent. <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: Appropriate response when provoked/frustrated: Anger is an experience that can be manifested by eruptions of verbal and motor behaviors that are controlled so as not to cause harm to objects or others. This may include moderated expressions of anger, such as yelling or banging, however, an individual must quickly regulate these behaviors in order to provide more productive ways of managing annoyance, frustration, or displeasure. 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 |
|---|---|
| Inability to modulate reactions | Though the student's reactions are controlled in that they do not cause harm, they can still disrupt the learning environment due to bouts of yelling or banging. |
| Difficulty redirecting frustration productively | While the student does not act violently when frustrated, he or she may have trouble refocusing that energy into more productive behaviors, which can hinder learning. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Calm Zone Creation | Creating a designated area in the classroom where the student can go to cool down when they feel an outburst coming on can foster self-regulation. | Designate a corner of the room as the "calm zone" and make it welcoming with things like comfy chairs, fidget toys, calming coloring pages, etc. Let students know they can go there whenever they need to and ensure other students respect their need for space. | If the calm zone isn't being used appropriately, adjust the rules around its use, change its location, or add/remove items from the space. |
| Anger Management Techniques | Regular practice with techniques such as deep breathing and progressive muscle relaxation can make it easier for the student to calm down when upset. | Use these techniques as a class or encourage students to practice on their own. Review these techniques regularly. | Gauge if these techniques are helping the student during stressful situations. |
| Conflict Resolution Skills | Embedding teaching of problem-solving skills for resolving conflicts can empower the student. | Teach conflict resolution steps explicitly, role-play scenarios, and encourage their use in real-life situations. | Monitor how often the student is able to successfully apply these skills. |
- Do and don'ts
| Do's | Don'ts |
|---|---|
| Model calm behavior when the student is upset. | Don't meet anger with anger; it will only escalate the situation. |
| Praise the student when they handle their anger well. | Don't focus only on the outbursts; they need to know when they're doing well, too. |
| Talk to them about their feelings. | Don't dismiss their emotions as trivial. |
- Further reading and research
- "Cognitive Behavioral Therapy for Anger and Aggression in Children" by Denis Sukhodolsky and Lawrence Scahill
- "The Explosive Child" by Ross W. Greene
- "Anger: Wisdom for Cooling the Flames" by Thich Nhat Hanh
Keywords for further research:
- Childhood anger management
- Classroom behavior management
- Cognitive Behavioral Therapy in education
- Self-regulation in children