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 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: 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: Compulsive, rigid habits/routines that interfere with daily functioning: Overwhelmingly preoccupied with the details and execution of habits/routines causing excessive consumption of time and energy, and interfering with flexibility necessary to address common and novel challenges of daily life. 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 |
|---|---|
| Struggle with change | The student has difficulty adjusting to sudden changes in routine or unexpected interruptions. |
| Time management problems | The student spends excessive amounts of time on tasks due to their compulsive habits, interfering with other important activities. |
| Lack of flexibility | The student struggles with adapting to new or unexpected situations. They may be resistant to changing their approaches even when they're not effective. |
| Anxiety and distress | Disturbances to their routine can cause feelings of anxiety and distress, further hampering their ability to function effectively. |
2. Efficient, evidence-based strategies to support this student
| Title | Description and Why it is efficient | Implementation Steps | Parameters to monitor and adjust |
|---|---|---|---|
| Adaptability Training | Training students to become more adaptable increases their ability to handle unexpected changes. | Regularly introduce small changes to routine. Involve the student in the planning. Reassure them that change is part of life. | Monitor the student's comfort level and anxiety response to the changes. |
| Cognitive Behavior Therapy Techniques | Techniques such as logical reasoning and problem-solving can help them challenge and assess their compulsive habits. | Teach skills like cognitive reframing. Regularly practice these skills in class. | Monitor the student's progress in applying these techniques. |
| Mindfulness-based Stress Reduction | Mindfulness helps reduce anxiety by focusing on the present and accepting it without judgment. | Incorporate short mindfulness exercises into daily school routine. | Monitor the student's level of participation and their response to these exercises. |
| Time Management Skills Training | By learning to prioritize tasks, the student can better manage their time. | Illustrate the benefits of prioritizing tasks and offer tools/guidance on doing so. | Monitor their proficiency in time management and assist them with adjustment. |
3. Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Provide supportive environment where students can express their concerns. | Avoid forcing sudden changes without prior communication. |
| Regularly practice stress management strategies in class. | Don't dismiss their habits as mere "obsessions". |
| Encourage flexible thinking and problem-solving skills. | Avoid punishing the student for their compulsive habits. |
| Collaborate with the student to find effective coping strategies. | Do not dismiss their feelings of anxiety or stress. |
4. Further reading and research
Resources:
- "Cognitive-Behavioral Therapy for Adult OCD" by Fritzler, B. K., et al.
- "The Mindfulness Workbook for OCD" by Hershfield, J., & Corboy, T.
Keywords for further research:
- OCD in adolescence
- Cognitive Behavior Therapy techniques
- Adaptability training
- Mindfulness-based Stress Reduction
- Time Management Skills Training