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

Excessively restricted/inhibited behavior
Fearful and unable to engage in activities. Withdrawn and will not try to achieve goals or meet needs.
Adaptively balances impulses and self-regulation
Regulates behavior to appropriately engage in activities, generally following the rules, as well as being flexible in response to situational demands while inhibiting unnecessary or non-adaptive behavior.
Excessively uninhibited behavior
In the face of significant needs, social demands or goals, behavior is maladaptive, impulsive, and/or unpredictable, interfering with successful goal attainment and adaptation.

I am:

This is the generated guide:

View prompt

I am a 6th 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 6th 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.

6th Grade Math Student Support Guide

1. Overview of the challenges associated with this profile

Challenges	How They Manifest
Difficulty engaging in activities	The student hesitates to participate in class activities or homework.
Fear and Anxiety	The student seems consistently nervous and unsure about tasks or interactions.
Low Achievement Motivation	The student lacks the drive to meet academic or social goals.
Social Isolation	The student tends to withdraw from interactions with peers.

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

Strategy Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
1. Building Trust	Developing a safe and predictable environment builds trust, fostering engagement.	- Be transparent about what you're doing and why. - Keep rules and consequences consistent. - Show enthusiasm for the subject.	Adjust how much time you spend explaining actions and checking comfort levels.
2. Clear Goals	Setting clear, attainable goals can help motivate the student.	- Set weekly learning objectives. - Progress should be recognized and celebrated.	Monitor progress regularly. Adjust goals if they are too easy or hard.
3. Encourage Self-Paced Learning	Allowing the student to work at their own pace may reduce fear and anxiety.	- Provide 'extension' work for quicker students, so slower ones don't feel rushed.	Look out for prolonged periods of non-productive time and adjust instructions or expectations appropriately.
4. Peer Tutoring	This can help increase social interaction and motivation.	- Pair up students, with changing partners. - Monitor interactions to ensure both parties benefit from the partnership.	Adjust pairs if the student is consistently uncomfortable or unproductive with a certain partner.
5. Cognitive-Behavioral Interventions	This helps students in managing their anxiety and improving self-control.	- Embed coping strategies within classroom routine. - Consult with a school psychologist for structured interventions.	Check with the student regularly about how they're feeling and whether the strategies are working.

3. Do and Don'ts

Do's	Don'ts
Affirm the student's feelings and validate their emotions.	Don't embarrass the student publicly about their fears or hesitation.
Encourage student’s participation and positively reinforce their attempts.	Don't force student to participate in activities they're uncomfortable with.
Maintain a consistent and predictable classroom routine.	Don't change classroom expectations and routines frequently.
Collaborate with student's parents/guardians and school psychologist regularly.	Don't isolate the student or make them feel different from their peers.

4. Further reading and research

Resources

The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students, by Jessica Minahan
Helping Children Overcome Fear in a Medical Setting, by Robyn Thom and Jacqueline Sperling, from the Massachusetts General Hospital.

Keywords for own research

Excessive behavioral inhibition in students
Childhood anxiety and academic performance
Fear-based school avoidance
Self-control strategies in the classroom
Cognitive-Behavioral interventions for students