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.
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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: Habits/compulsions - managing recurring habits: Habits are well-practiced routines that are essential for managing daily function by creating efficiency and effectiveness processes for managing recurring tasks and addressing familiar problems. Habits are automatic behaviors, but, when necessary for successful adaptation, can be modified to accommodate changing circumstances. <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: No useful habits/routines present: The lack of habits/routines makes it appear that each environmental event is experienced as being novel, leaving the individual to ineffectively and inefficiently struggle, and often fail, to complete common, routine tasks. 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 simple tasks | The student struggles to complete common, routine tasks which can lead to frustration and anxiety. |
| Inefficiency | Lack of habitual behavior may lead the child to repeatedly perform tasks innefficiently leading to wasted time and resources. |
| Low problem-solving skills | The student may have a hard time finding solutions to repeated problems. |
| Lack of adaptation | Without established routines and habits, the student may have difficulty adapting to changing circumstances or new environments. |
2. Efficient, evidence-based strategies to support this student
| Title | Description | Implementation Steps | Parameters to Monitor and Adjust | |------|——————|———————|———————| | Develop Structured Routines | Structure can help the student create useful habits and increase efficiency. This strategy involves developing a consistent daily routine. | 1. Identify common tasks and create a structured schedule 2. Implement the routine consistently 3. Model the routine and encourage the student to follow | Monitor consistency of routine implementation and adjust based on the child’s comfort and response | | Break Down Tasks | Breaking down tasks into simple, manageable parts can help the student understand and form habits. | 1. Identify routine tasks 2. Break them down into simple steps 3. Teach the student how to do each step individually | Monitor the student’s ability to perform each task independently | | Use Visual Aids | Visual aids like charts or lists can help the student remember tasks and form habits. | 1. Create visual aids for routine tasks 2. Place them in visible locations 3. Encourage the student to refer to them | Monitor the student’s use of visual aids and make them more detailed or simplified as needed |
3. Do and don'ts
| Do | Don't |
|---|---|
| Be consistent with routines | Don't implement new routines abruptly |
| Break down tasks into manageable parts | Don't expect the student to master a full routine immediately |
| Use simple and clear language | Do not use complex instructions |
| Reward progress | Do not punish mistakes, rather use them as learning opportunities |
4. Further reading and research
- Theme-based teaching to support the formation of habits
- Resources on child psychology and habitual behavior
- Academic articles on teaching strategies for children lacking habitual behavior
Keywords for your own research
- Child psychology, habitual behavior in children, teaching strategies for children lacking habits, theme-based teaching, visual aids for learning.