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: 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.
- Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Rigidity in routines | The student has difficulty shifting from one task to another and is likely to resist changes in routine. |
| Time and energy consumption | Because the student is obsessively focused on the details of their habits/routines, they spend an excessive amount of time and energy on their tasks. |
| Limited flexibility | The student struggles to adapt to unfamiliar or new tasks and challenges. |
| Interference with daily functioning | Their preoccupations and compulsions with their habits can hinder their ability to focus on academic tasks and social interactions. |
- Efficient, evidence-based strategies to support this student
| Title | Description and Efficiency | Implementation Steps | Parameters to Modify and Adjust |
|---|---|---|---|
| Structured Routine | Providing a structured and predictable classroom environment can help the student feel comfortable and perform effectively. | Have a set schedule for the day and stick to it. Inform the student of any changes in advance. | Monitor the student’s response to the routine. Adjust the level of structure if the student appears overly stressed or rigid. |
| Gradual Exposure | Gradual exposure to changes can help the student adapt more easily, reducing anxiety and rigidity. | Incorporate minor changes into the daily routine. Provide supportive reassurance during transitions. | Review the student's reaction to changes. Scale the pace of change based on their comfort level. |
| Task Segmentation | Breaking tasks into smaller, manageable parts can help the student better handle assignments without feeling overwhelmed. | Divide larger tasks into subtasks. Teach the student to do the same with their own tasks. | Assess the student's ability to manage tasks independently. Modify task breakdown based on student’s progress. |
| Mindfulness Activities | Mindfulness exercises can help the student manage their anxiety and improve their adaptive skills. | Introduce brief mindfulness exercises during the day. Encourage the student to practice mindfulness when feeling anxious. | Monitor how successfully the student adopts mindfulness techniques. Adapt activities based on student’s preference and effectiveness. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Be patient and empathetic. | Don’t force the student to suddenly abandon their routines. |
| Recognize their efforts and progress. | Don't show frustration or impatience. |
| Work collaboratively with the student. | Don’t ignore signs of distress or anxiety. |
- Further Reading and Research
- "Cognitive Behavioral Therapy for OCD" by David Veale and Rob Willson
- "Managing OCD with CBT for Dummies" by Katie d'Ath and Rob Willson
- "Habits: The Science of How Habits Work" by Richard Cross
Keywords for your research:
- "Obsessive Compulsive Disorder in children and adolescents"
- "Managing rigidity in classroom"
- "Cognitive Behavioral Therapy for OCD"
- "Habitual behaviors in school children"