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:
View prompt
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: Obsessive thoughts - managing recurring and/or persistent thoughts, ideas, and/or interests: Sustained, recurring, goal-directed thoughts or ideas assist in focussing attention and activity in support of completing a task or achieving short- and long-term goals. In addition to helping sustain attention or focus, revisiting the thought or idea supports problem-solving or re-working the options necessary to achieve a goal. When these thoughts are persistent and intrusive, they interfere with social, behavioral, and/or cognitive function. Persistent thoughts may include perseveration on specific or irrelevant topics, numbers, words, sounds, tasks, concerns, and fears. <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: Unable to use recurring and/or persistent thoughts, ideas, and/or interests to achieve goals: Unable to develop and support the recurrent thoughts or ideas necessary to sustain efforts required to achieve a goal or an objective. 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 maintaining attention | Student might have trouble focusing on tasks for extended periods of time. |
| Issues with setting and achieving goals | Student may struggle to conceptualize, set, and work towards achievable goals. |
| Persistent intrusive thoughts | Obsessive thoughts can interfere with student's social, academic, and behavioral functioning. |
| Overemphasis on certain topics or concerns | Student may seem stuck or fixated on certain ideas, numbers, or tasks. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Cognitive Behavioral Therapy Techniques | Proven method for dealing with obsessive thoughts. Encourages awareness and control over negative thought processes. | Implement in classroom through mindfulness activities. Encourage self-awareness. Encourage positive self-talk. Promote problem-solving skills. | Monitor student's progress in dealing with obsessive thoughts. Track levels of engagement and anxiety. Adjust approach based on student's progress. |
| Goal-setting guidance | Helps student set achievable goals and work toward them. | Help student to set short and long-term goals. Break down complex tasks into manageable parts. Help student maintain focus on tasks relevant to their goals. | Measure completion of goals, ease of task completion, improvements in focus. Adjust to find best balance between challenge and achievability. |
| Structured environment | A predictable routine can ease anxiety around surprise tasks or topics. | Maintain predictable schedule and structured tasks. | Monitor student's anxiety levels and adjust routine accordingly. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Break down projects into manageable pieces. | Do not rush the student to finish tasks. |
| Guide the student with clear instructions and expectations. | Avoid ambiguous instructions. |
| Maintain a structured and predictable routine. | Avoid constant changes in schedule. |
| Encourage positive self-talk and coping strategies. | Don't let the student get stuck in negative thought patterns. |
- Further reading and research
- "Obsessive-Compulsive Disorder and its Management" – By J.S. Abramowitz
- "Teaching Students with Obsessive-Compulsive Disorder: A Guide for Educators" – By P. Rogers
- "Understanding and Treating Obsessions" – By R. Swinson
For your own research, use keywords such as : "Handling obsessive thoughts in students", "Educational strategies for students with obsessive thoughts", "Helping students with goal setting" and "Structured learning environments".