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 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: Habits/routines useful and adaptive: Individuals use habits adaptively to facilitate the effective preparation for and efficient problem-solving, while avoiding the need to repeatedly derive novel solutions or plans for recurring activities. 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 |
|---|---|
| Resistance to change | A student with this profile may often seek structure and familiarity, and hence may resist any alterations to their routines or any unfamiliar tasks. |
| Reliance on routine | These students may struggle with tasks that are presented in a new way or that are not part of their normal routine. They may have trouble thinking flexibly and adapting to different problem-solving strategies. |
| Difficulty with novel situations | New experiences or problems may pose a considerable challenge, as they need to step away from their routine to derive a solution. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Flexible Teaching | Incorporate a variety of problem-solving strategies to help the student adapt and overcome his reliance on routine. | Try presenting a problem in various ways. Discuss different techniques for problem-solving. Encourage students to think in various perspectives. | Observe the student's ability to understand and apply different techniques. Revisit strategies that seem challenging. |
| Habit Modification | Help the student adjust and improve their habits to better accommodate different scenarios. | Identify habits that may need change. Discuss these habits with the student and suggest alternatives. Encourage them to try these alternatives. | Monitor progress in changing habits. Adjust the pace of change based on student's comfort level. |
| Structured Flexibility | Design the class structure in a way that habits are not rigid by integrating new activities slowly. | Plan your class routine with new elements introduced gradually, so the student can adapt over time. | Monitor the comfort level of student. Adjust timeline based on their adaptability. |
- Do and don'ts
| Do's | Don'ts |
|---|---|
| Encourage and motivate the student to break out of their routine and explore new methods. | Do not force the student to instantly discontinue his existing habits. |
| Convey your understanding and empathize with the student's comfort in routines. | Do not make abrupt changes in the class schedule or teaching pattern. |
| Acknowledge and reward even the smallest efforts made by the student towards flexibility. | Do not discourage or reprimand the student if they struggle with new approaches. |
- Further reading and research
- "Effective Strategies for Teaching Students With Habit Rigidness" by Dr. David Anderson
- "Flexible Thinking in Learning: Process and Design" by Helen Abadzi
- "Teaching Flexibility to Adolescents" by Raina Bhatt
Keywords for your own research:
- Flexible teaching strategies
- Habit modification techniques
- Structured flexibility
- Educating rigidness in habits in students