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: 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: Recurring and/or persistent thoughts/ideas are obsessive, intrusive and disrupt daily function: Persistent, intrusive thoughts and/or ideas that interfere with processes to complete tasks and engage productively in work or social/environmental interactions. 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 |
|---|---|
| Difficulty in Concentration | The student can be unable to focus on any activity due to the intrusive thoughts, compromising work completion and productivity |
| Social Challenges | Interaction with peers could be strained due to the student's preoccupation with their persistent thoughts |
| Emotional Distress | The student experiences heightened stress and anxiety hallmarked by fear and worry from the constant thoughts |
2. Efficient, evidence-based strategies to support this student
| Strategy Title | Brief Description | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Cognitive Behavioral Therapy Techniques | CBT helps the student recognize and change thought patterns that lead to disruptive behaviors | Introduce the principles of CBT, train the student to recognize emotional triggers, promote a solution-based approach to intrusive thoughts. | Monitor the student's ability to identify triggers and constructively address them |
| Mindfulness Techniques | This helps refocus attention on the present moment and away from persistent intrusive thoughts | Introduce basic mindfulness exercises like deep breathing, guided imagery, etc. Schedule short mindfulness breaks during classes. | Monitor the student's progress in adaptability to stress and ability to remain present-focused. |
| Structured Learning | Regular schedule and clarity of tasks minimize distractions and anxiety. | Make a detailed and clear study timetable. Be predictable in the classroom by having a specific structure. | Check the student's adherence to the schedule and the impact on overall productivity. |
3. Do and don'ts
| Do’s | Don’ts |
|---|---|
| Be patient and supportive with the student as they apply coping strategies | Do not force the student to suppress or ignore their thoughts; this can exacerbate the problem |
| Positive reinforcement e.g., praising the student when they demonstrate effective coping skills | Do not single out the student in front of his/her peers about this condition |
| Ensure a safe and non-judgmental environment for the student | Do not assume the student is purposely wanting to behave in a certain way |
4. Further reading and research
- "Cognitive Behavioural Treatment of Obsessive Compulsive Disorder in adolescents: a found delivery model." - Barrett, Paula & Healy, Lara. (2003)
- "Overcoming Obsessive Thoughts: How to Gain Control of Your OCD" - Christin Purdon
- "Brain Lock: Free Yourself from Obsessive-Compulsive Behavior" - Jeffrey Schwartz
Keywords for research: Obsessive-compulsive disorder in teens, Classroom management strategies for OCD, Cognitive behavioral therapy for OCD, Mindfulness techniques for OCD.