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 2nd grade 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 2nd grade teacher on how to support student according to their strengths and needs. My student has been assessed for the following dimension: Plays by Self and with Others - playing alone and with others: Play is a complex set of behaviors, largely for the purpose of enjoyment, but while also providing a tool for experimentation and problem-solving. Play activities include social and imaginary use of objects and relationships, as well as opportunities to practice a full spectrum of social skills, behavioral control, problem solving and more. The complexity and function of play develops in parallel along with development of cognitive and motor function, routines and habits, knowledge and skills, etc. Play takes place in individual and social contexts. It may include games and toys, as well as tools and tasks typically a part of daily work (e.g., pencils, cooking utensils, sports equipment, etc.). While play may seem to have little purpose, it is a serious attempt at mastery and practice that sets the stage for real-life skills and activities. <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: Appropriately and flexibly engages in and sustains play alone and with others: Individuals comfortably, frequently, and flexibly engage, by self or with others, in activities that include imagination, practice in artificial settings, games, and other activities in which to share joy and interactions or to practice skills and problem-solving. 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 |
|---|---|
| Issue with independent problem-solving | Your student may excel at play activities that involve others but may struggle with play that requires independent problem solving. |
| Difficulty in transitioning between types of play | The student may have difficulty switching from individual to group play, or from one activity to another. |
| Lack of initiative in exploring new activities | If the student is comfortable with certain games or play activities, he or she may show reluctance to try new activities or engage in creative play. |
- Efficient, evidence-based strategies to support this student
| Title | Description and efficiency | Implementation Steps | Parameters to monitor and adjust |
|---|---|---|---|
| With Peer activities | Promote social interaction, which fosters creative problem-solving and enhances interpersonal skills. | Collaborate with other teachers or school therapists to organize group play activities. | Observe the process. If the child becomes overly dependent on group play, incorporate more solitary play activities |
| Routine-based play activities | Assist in smoothly transitioning from one task or type of play to the other. | Have a set schedule for play activities that include both individual and group play, with clear transition times. | Monitor the student's transition between activities. Adjust the duration of activities or the signs indicating transition times as needed. |
| Guided selection of play activities | Help the child to explore new ways to play, fostering creativity and adaptability. | Introduce a variety of toys and regularly guide the student in choosing new ones during playtime. | Gauge the student’s comfort level with the new activities and adjust the pace of introduction accordingly. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Emphasize both cooperative and independent play | Avoid forcing a transition between types of play too suddenly |
| Lead the student in trying new activities | Don’t let the child only stick to their known games and activities. |
| Encourage the student to be open about their feelings and thoughts during play time | Don't ignore signs of stress or discomfort during play time |
- Further reading and research
- "Play in Children's Development, Health and Well-being" by Jeffrey Goldstein
- "The Power of Play: Learning What Comes Naturally" by David Elkind
- "The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds"
The keywords to use in your own research include "Child Play Development," "Cooperative Play," "Independent Play," "Transitioning Play Activities", "Guided choice of play activities".