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: 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.
- Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Difficulty in completing routine tasks | The student constantly struggles to get through basic tasks and seems to be stressed by them |
| Poor time management | Constant delays and missing deadlines because of the lack of a structured routine |
| Ineffectiveness in adapting to changes | Failure to adjust or cope with unexpected or new tasks |
| Low self-efficacy | Appears sceptical about his/her own abilities to carry out routine work |
- Efficient, evidence-based strategies to support this student
| Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Habit Stacking | This method involves connecting a new habit to an existing one, making it easier to remember. | Identify a habit the student already does consistently. Introduce a new task to be done immediately after the existing habit. | Monitor how consistent the student is in completing the new task. Adjust the new habit if it's too complex or time consuming. |
| Small Wins Strategy | Focus on enabling minor successes, which can help in building confidence and creating a consistent routine. | Start the student with simple tasks that they can easily complete. Gradually increase the complexity of the tasks. | Monitor progress and adjust the complexity of tasks to match the student's capabilities. |
| Visual Scheduling | Using visual aids can help students understand and remember their daily schedule. | Create a visual timetable for the student's daily schedule and place it somewhere easily visible. | Monitor if the student is following the timetable, and be flexible where timings and tasks are concerned, adjusting as necessary. |
- Do and don'ts
| Do | Don't |
|---|---|
| Be patient and consistent with instructions | Do not overwhelm the student with complex tasks |
| Positively reinforce the student when they successfully form a habit | Don't berate or punish failure, as it can discourage the student |
| Arrange tasks in a structured routine | Don't randomly assign tasks without a specified routine |
- Further reading and research
Resources:
- "Atomic Habits" by James Clear
- "The Power of Habit" by Charles Duhigg
Keywords for research:
- Habit formation
- Visual scheduling
- Cognitive behavior therapy for children
- Habit stacking
- Small wins strategy.