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

Does not take assertive actions
This is the near or complete lack of assertive behaviors characterized by passivity in the face of opportunity to interact and/or acquire. Instead, these individuals yield or defer to others or do not participate actively in their environment and often fail to obtain what they want or need. They avoid and rarely succeed in competitive situations.
Appropriately assertive
Assertiveness is how an individual acts on the environment in pursuit of objects (including money and valuables), developing relationships (including friends, partners), and the acquisition of knowledge and skills. To be successful, it requires the flexible application of assertive behaviors.
Overly assertive, pushy, or aggressive
Inability to modulate needs and determination, often leading to an excessive dependence on inappropriate or hostile expressions of assertiveness in the pursuit of needs and goals. These excessive behaviors may include verbal or physical aggression, along with high degrees of frustration, when unable to acquire objects or meet needs that are perceived to be essential.

I am:

This is the generated guide:

View prompt

I am a 2nd grade 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 2nd grade teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Assertiveness - initiating actions to support interests, goals, and desires: Aggression is the full spectrum of assertive behaviors, with assertiveness representing the forceful interaction with the environment to obtain needs or goals. Assertiveness includes a broad range of behaviors that vary widely based on individual differences, culture, and context. These contexts may include school, work, athletics and other competitive activities, and in some cases, it can lead to forms of violence, associated with personal protection, criminal activity, and war. A key to successful adaptation is the flexible and appropriate application of assertiveness in the course of work and play.
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His/her profile is as follows:

Overly assertive, pushy, or aggressive: Inability to modulate needs and determination, often leading to an excessive dependence on inappropriate or hostile expressions of assertiveness in the pursuit of needs and goals. These excessive behaviors may include verbal or physical aggression, along with high degrees of frustration, when unable to acquire objects or meet needs that are perceived to be essential.

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.

1. Overview of the Challenges Associated with this Profile

Challenges	How They Manifest
Difficulty in Managing Emotions	The student may show frustration, anger or aggression when unable to meet their objectives.
Struggle with Social Interaction	Overly assertive behavior often leads to issues with peer relationships, as the child might dominate or intimidate others.
Negative Impact on Learning	The constant need to control and dominate can interfere with the learning process and impact academic performance.

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

Strategy Title	Description & Why It is Efficient	Implementation Steps	Parameters to Monitor and Adjust
Teach Emotional Regulation Skills	Students need to learn to recognize and regulate their feelings. This increases their self-control and reduces aggressive behaviors.	1. Introduce exercises that help the child to identify emotions. 2. Develop calm down techniques like deep breathing. 3. Allow opportunities for the student to express feelings in controlled settings.	Monitor the frequency and intensity of aggressive incidents as a measure of success. Adjust activities based on progress.
Implement Clear Boundaries and Consequences	Clear boundaries help the student understand acceptable behavior. The consistency creates a balanced, predictable environment.	1. Clearly express to the student what behaviors are acceptable/unacceptable. 2. Discuss the consequences of both. 3. Enforce consequences consistently.	Monitor the student’s understanding and adherence to the set boundaries. Adjust as needed to find balance between firmness and flexibility.
Promote Cooperative Learning Opportunities	Learning to work in a group helps the child build empathy, reduces a tendency towards dominance and improves social skills.	1. Assign tasks that require teamwork. 2. Ensure roles within the team are rotated so each child experiences different responsibilities.	Observe changes in social interaction, teamwork abilities, and acceptance by peers.

3. Do's and Don'ts

Do's	Don'ts
Do model peaceful conflict resolution.	Don't ignore aggressive behaviors as they can reinforce negative conduct.
Do communicate openly with the child about their feelings and needs.	Don’t punish without explaining why the behavior is inappropriate.
Do involve the parents in the intervention strategies.	Don't expect immediate change; Developing emotional regulation and social skills take time.

4. Further reading and research

Books: “The Explosive Child” by Ross Greene, “No Drama Discipline” by Daniel Siegel and Tina Payne Bryson.
Online Articles: Search keywords such as "Aggressive Child", "Teaching Emotional Regulation", "Teaching Social Skills".
Websites: Child Mind Institute (childmind.org), American Psychological Association (apa.org).
Academy for Physical Education Lessons on Ways to Promote Healthy, Non-Aggressive Behavior.
Scholarly articles: Use keywords "child aggression in schools", "cognitive-behavioral interventions in schools".
You can also consider talking to a counselor or a child psychiatrist for additional support and guidance.