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.

In this area, my children/student displays the following behavior:Help

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.
Appropriately manages recurring and/or persistent thoughts, ideas, and/or interests to achieve goals
Persistent, recurrent thoughts or ideas are essential to completing tasks or remembering components of tasks or goals as one develops and implements strategies for problem-solving. Flexibly and adaptively managing these recurrent thoughts, including appropriately dismissing them, is necessary to function adaptively, and attend to multiple competing goals in an appropriate manner.
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.

I am:

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.
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His/her profile is as follows:

Appropriately manages recurring and/or persistent thoughts, ideas, and/or interests to achieve goals: Persistent, recurrent thoughts or ideas are essential to completing tasks or remembering components of tasks or goals as one develops and implements strategies for problem-solving. Flexibly and adaptively managing these recurrent thoughts, including appropriately dismissing them, is necessary to function adaptively, and attend to multiple competing goals in an appropriate manner.

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
Balancing thoughts	The student can become excessively consumed with a particular topic that they lose track of other academic priorities.
Interrupted social function	Persistent thoughts may interfere with social interactions, as the student may frequently bring up specific topics regardless of relevance.
Task completion	The student may struggle to complete tasks if they become fixated on a specific area or concern.
Anxiety and stress	The student may experience anxiety or stress if they are unable to manage or control their recurring thoughts.

2. Efficient, evidence-based strategies to support this student

Strategy	Brief Description and Efficiency	Implementation Steps	Parameters to Monitor
Cognitive Behavioral Therapy (CBT) Techniques	CBT is evidence-based, helping students understand the connection between thoughts, feelings, and behaviors. It supports flexibility in thinking.	Create a safe classroom environment where the student feels comfortable sharing thoughts. Support them in identifying irrational thoughts and offer ways to improve them.	Monitor the student's stress level and how they adapt to new thinking techniques.
Mindfulness Practices	Mindfulness techniques can help students manage recurring thoughts, reduce stress, and improve attention.	Incorporate short mindfulness exercises into the classroom routine. Encourage the student to practice mindfulness also at home.	Monitor the student's anxiety levels and attention span.
Task Management	Clear goals, structure, and time management strategies can help a student focus on multiple subjects.	Help the student create a balanced schedule with allocated time slots for different tasks. Break large projects into smaller, digestible tasks.	Monitor the student's task completion and ability to balance multiple tasks.

3. Do's and Don'ts

Do's	Don'ts
Do promote open communication. Encourage the student to discuss their recurring thoughts.	Don't discourage the student's passion or interest in a particular topic.
Do provide clear structure and guidelines for tasks.	Don't overload the student with multiple complex tasks at once.
Do empower the student with problem-solving skills. Teach them how to tackle one problem at a time.	Don't ignore signs of stress or anxiety.

4. Further reading and research

"Thoughts in ADHD: Its Relation to Obsessions and Intrusive Thoughts" - R. Barkley, et. al.
"Cognitive-Behavioral Therapy for Adult ADHD: An Integrative Psychosocial and Medical Approach" - J. S. Ramsay, et. al.

Keywords for research:

Cognitive Behavioral Therapy (CBT) techniques in education
Mindfulness practices for students
Task management for students with obsessive thoughts
Dealing with Obsessive thoughts in the classroom
Support for students with recurrent thoughts.