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: Self-control - managing impulses and self-regulating behavior: Effective social adaptations and goal seeking requires the ability to resist non-productive impulses and distractions that may interfere with achieving a goal. Self-control is the ability to manage the full spectrum of one's behaviors in order to quickly, flexibly, and effectively adapt as one attempts to meet one's personal and social needs. This means maintaining control over language, social, and motor behavior, while being sensitive and responsive to other environmental factors such as the behaviors of others who are sharing time and space. Self-control includes the ability to both behave proactively and reactively, as well as to inhibit unnecessary or inappropriate behavior. His/her profile is as follows: Excessively restricted/inhibited behavior: Fearful and unable to engage in activities. Withdrawn and will not try to achieve goals or meet needs. 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 |
|---|---|
| Lack of participantion | Student may not engage in discussion or activities due to fear or anxiety. |
| Difficulty in achieving goals | The student may not attempt or persist in tasks due to inhibition leading to difficulty in achieving academic goals. |
| Social withdrawal | The student may avoid interacting with peers, contributing to isolation and difficulties in group tasks. |
| Low self-efficacy | The student may not believe in his/her capability completing tasks or overcoming challenges, resulting in a lack of motivation and effort put into tasks. |
- Efficient, evidence-based strategies to support this student
| Strategy title | Brief description and efficiency | Implementation steps | Parameters to monitor and adjust |
|---|---|---|---|
| Safe and Supportive Environment | Creating a positive and safe classroom environment can help alleviate the student's fear and anxiety. | - Provide clear rules and expectations.- Encourage open communication.- Avoid any forms of humiliation. | Monitor the student's comfort and participation levels, and adjust classroom atmosphere accordingly. |
| Goal setting and incremental challenges | Setting small, manageable goals can gradually increase the student's confidence and engagement. | - Help the student set simple, achievable goals at first.- Gradually present more challenging tasks as the student's confidence grows. | Monitor progress in goal achievement and adjust the difficulty level of the goals appropriately. |
| Social skills training | Practicing interactive skills and peer integration to reduce social withdrawal. | - Use group activities and role-playing games.- Provide clear and encouraging feedback. | Observe the student's interaction with peers and ability to work in a team. Adapt activities based on his/her progress. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Do engage in positive remarks and feedback. | Don't focus only on deficits and weaknesses. |
| Do provide a variety of opportunities for success. | Don't push the student into uncomfortable situations without proper support. |
| Do include the student in collaborative learning activities. | Don't punish or criticize the student for lack of participation or slow progress. |
- Further reading and research
- "Helping Children with Inhibited Behavior", by Carl E. Pickhardt Ph.D.
- "Supporting and Educating Traumatized Students" by Robert Hull
- "Creating Trauma-Informed Schools" by Jennifer A. Bashant
Keywords for research:
- "Inhibited behavior in students"
- "Support strategies for anxious students"
- "Building self-confidence in classroom"
- "Strategies for socially withdrawn students"
- "Trauma and learning"